female veterans transition to college
TRANSCRIPT
St. John Fisher College St. John Fisher College
Fisher Digital Publications Fisher Digital Publications
Education Doctoral Ralph C. Wilson, Jr. School of Education
8-2016
Female Veterans Transition to College Female Veterans Transition to College
Diane Recinos St. John Fisher College, [email protected]
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Female Veterans Transition to College Female Veterans Transition to College
Abstract Abstract The purpose of this qualitative phenomenological study was to examine the transition experience of female veterans into college. The participants of the study were eight female veterans, receiving veteran benefits and that have completed at least one year of college. Four of the participants were combat veterans. Female veterans bring with them not only their individual experiences, but also challenges and problems they observed or experienced in the military. The female veteran population attending college continues to increase and there is limited research regarding their transition experience as they pursue their college degree. The researcher utilized Schlossberg’s (1988) transition theory and the 4Ss model by developing interview questions that focused on self, situation, supports, and strategies for coping of female veterans. Findings included the development of five major categories that focused on the female veteran’s individuality, education, lifestyle choices, support, and mental health. The researcher developed institutional recommendations to support the female veterans’ transition into college.
Document Type Document Type Dissertation
Degree Name Degree Name Doctor of Education (EdD)
Department Department Executive Leadership
First Supervisor First Supervisor Richard Maurer
Subject Categories Subject Categories Education
This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc.edu/education_etd/268
Female Veterans Transition to College
By
Diane Recinos
Submitted in partial fulfillment
of the requirements for the degree
Ed.D. in Executive Leadership
Supervised by
Dr. Richard Maurer
Committee Member
Dr. Gilbert Louis
Ralph C. Wilson, Jr. School of Education St. John Fisher College
August 2016
Copyright by
Diane Recinos
2016
iii
Dedication
This has been a phenomenal journey. I dedicate this dissertation to my husband
Edwin and my son Tyler who have provided love, patience, and support every step of the
way. You have kept me grounded and offered me words of encouragement when I
needed it most. To my parents, and family, thank you for your unconditional love and
support throughout this process.
This journey would not have been possible without the support from the female
veterans I had the opportunity to interview. I greatly appreciated your stories and your
passion to want to help other female veterans. I would like to take this opportunity to
thank all servicemembers and veterans for their commitment to protecting our country.
To my committee chair, Dr. Richard Maurer and to my committee member Dr.
Gilbert Louis, thank you for always being there and providing prompt feedback when I
needed it. You both have been truly amazing! I could not have asked for a better
committee. Thank you to the St. John Fisher faculty, each one of you has influenced my
life, in one way or another. Your insightfulness and feedback along the way will forever
be remembered. Special thanks to Dr. Shelly Jallow for helping me see the light of my
theoretical framework and taking the time to walk me through it.
Finally, yet importantly, Cohort 6, I could not have done it without you. I have
learned so much from each of you. To my group, Doctors of Diversity, thank you!
iv
Biographical Sketch
Diane Recinos is currently the Senior Vice President, Enrollment Management, at
Berkeley College. In this role, she oversees the departments of Enrollment, Financial
Aid, and Military and Veterans Affairs. She has over 25 years of higher education
experience. Ms. Recinos holds an M.B.A. from Wagner College and a B.S. degree from
Davis and Elkins College. She began her doctoral studies in May of 2014 with St. John
Fisher College in the Ed.D. program in Executive Leadership. Ms. Recinos pursued her
research exploring Female Veterans Transitioning to College under the direction of
Dr. Richard Maurer and Dr. Gilbert Lois and received the Ed.D. degree in 2016.
v
Acknowledgement
I would like to express my appreciation to my employer, Berkeley College, for
the support I received during this doctoral program.
vi
Abstract
The purpose of this qualitative phenomenological study was to examine the
transition experience of female veterans into college. The participants of the study were
eight female veterans, receiving veteran benefits and that have completed at least one
year of college. Four of the participants were combat veterans. Female veterans bring
with them not only their individual experiences, but also challenges and problems they
observed or experienced in the military. The female veteran population attending college
continues to increase and there is limited research regarding their transition experience as
they pursue their college degree. The researcher utilized Schlossberg’s (1988) transition
theory and the 4Ss model by developing interview questions that focused on self,
situation, supports, and strategies for coping of female veterans. Findings included the
development of five major categories that focused on the female veteran’s individuality,
education, lifestyle choices, support, and mental health. The researcher developed
institutional recommendations to support the female veterans’ transition into college.
vii
Table of Contents
Dedication .......................................................................................................................... iii
Biographical Sketch ........................................................................................................... iv
Acknowledgement .............................................................................................................. v
Abstract .............................................................................................................................. vi
Table of Contents .............................................................................................................. vii
List of Tables ..................................................................................................................... ix
Chapter 1: Introduction ....................................................................................................... 1
Problem Statement .......................................................................................................... 7
Theoretical Rationale ...................................................................................................... 8
Statement of Purpose .................................................................................................... 11
Research Questions ....................................................................................................... 12
Potential Significance of the Study ............................................................................... 12
Definitions of Terms ..................................................................................................... 12
Chapter Summary ......................................................................................................... 15
Chapter 2: Review of the Literature .................................................................................. 16
Introduction and Purpose .............................................................................................. 16
Review of Literature ..................................................................................................... 16
Chapter Summary ......................................................................................................... 48
Chapter 3: Research Design Methodology ....................................................................... 49
Introduction ................................................................................................................... 49
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Research Context .......................................................................................................... 50
Research Participants .................................................................................................... 50
Instruments Used in Data Collection ............................................................................ 56
Data Analysis Procedures ............................................................................................. 57
Summary ....................................................................................................................... 58
Chapter 4: Results ............................................................................................................. 59
Research Questions ....................................................................................................... 59
Data Analysis and Findings .......................................................................................... 60
Summary of Results ...................................................................................................... 83
Chapter 5: Discussion ....................................................................................................... 84
Introduction ................................................................................................................... 84
Implications of Findings ............................................................................................... 85
Limitations .................................................................................................................... 88
Recommendations ......................................................................................................... 88
Conclusion .................................................................................................................... 91
References ......................................................................................................................... 93
Appendix A ....................................................................................................................... 99
Appendix B ..................................................................................................................... 100
Appendix C ..................................................................................................................... 101
Appendix D ..................................................................................................................... 103
ix
List of Tables
Item Title Page
Table 3.1 Characteristics of Participants 55
Table 4.1 4Ss Connected to Categories and Description of Themes 61
Table 4.2 Categories and Themes (Frequency) 63
1
Chapter 1: Introduction
Veterans transitioning to college is more prevalent now than ever (O'Herrin,
2011). The former Director of the American Council on Education, O’Herrin (2011),
expressed that the passage of the Post-9/11 GI Bill, which went into effect August 1,
2009, was the largest change in military educational benefits since the GI Bill of 1944.
The Post-9/11 GI Bill has funded education and training for over a million veterans or
their dependents, since August 2009, and has invested in over $30 billion dollars in
educational related benefits (U.S. Department of Veteran Affairs, 2013). Eligible
candidates to receive the Post-9/11 GI Bill are veterans and servicemembers, who have
served 90 or more days on active duty since September 10, 2001. The number of days
served on active duty determine the benefits for National Guard and Reserve members
(U.S. Department of Veteran Affairs, 2015a). The benefits are transferrable to immediate
family members. The benefits include up to tuition and fees at a state college, or a
capped amount of $21,084 per academic year for private colleges, monthly housing
allowance (based on zip code of the college), a stipend up to $1,000 for books, work-
study program, and the Yellow Ribbon Program (U.S. Department of Veteran Affairs,
2015a). The Yellow Ribbon Program is a provision of the law that created the Post-9/11
GI Bill. The Yellow Ribbon Program is available for institutions of higher learning
(degree granting institutions) in the US, or at a branch of such institution located outside
the US. The program allows approved institutions of higher learning and the U.S.
Department of Veteran Affairs (VA) to partially or fully fund tuition and fee expenses
2
that exceed the established thresholds under the Post-9/11 GI Bill. Veterans who qualify
for the Post-9/11 GI Bill have up to 15 years to use their education benefits (U.S.
Department of Veteran Affairs, 2015a).
In July 2009, the American Council on Education (ACE) published a study in
collaboration with Service Members Opportunity Colleges, the American Association of
State Colleges and Universities (AASCU), Student Affairs Administrators in Higher
Education (NASPA), and the National Association of Veteran Program Administrators
(NAVPA). The study was a survey regarding the preparedness of colleges to serve the
increased veteran population.
The author distributed the survey to all colleges in the United States. The survey
resulted in 723 respondents from all sectors in higher education, including public 2-year
and 4-year colleges, private not-for-profit colleges, and for-profit colleges. More than
half (57%) of the colleges that responded indicated they currently provide programs
specifically for veterans, and roughly 60% said it was part of their long-term strategic
plan. The survey revealed that over the next five years, 57% of the responding colleges
indicated that they would provide professional development for faculty and staff, 17%
would establish a veteran center, and 13% would have an established department
dedicated to veteran students. The study also indicated that 29% of the colleges would
increase staff, 43% would increase the number of services and programs, 27% would
increase their budget for services and programs, 43% would train staff to assist students
with post-traumatic stress disorder (PTSD) and 52% would explore state and federal
funding sources. Some of the colleges stated they took action after September 11, 2001
to improve services for the veterans. Fifty-one percent of the colleges that responded
3
increased counseling, 32% increased staff, 58% established marketing and outreach
strategies, 63% established new programs or services, and 38% appointed committees to
develop action plans (American Council on Education, 2009).
In addition to the survey, the researchers conducted focus groups with veterans.
Several concerns emerged from the focus groups, which included a lack of flexibility of
some programs due to unpredictable deployment, lack of transfer credits taken during the
military, earned college credits not recognized by higher educations, and the lack of
guidance regarding military benefits (Cook & Kim, 2009).
They identified the following three major concerns colleges are facing to support
the veteran’s needs: financial aid, persistence/retention, and healthcare issues. The
survey results also identified additional work that could be done in the following areas:
developing peer networks, sensitivity training for staff and faculty, and locating
additional funding sources for campus programming (Cook & Kim, 2009).
Rumann and Hamrick (2010) revealed how critical research regarding veterans
will be, especially as trends in military recruitment and deployment continue to evolve,
and more and more students are using their educational benefits. For example, in the
National Survey for Veterans (NSV) 2010 Final Report, more than 73% of veterans who
took advantage of their VA education benefits indicated that the benefits were extremely
important or very important in assisting them to meet their educational goals and
preparing them for the workforce. The survey asked veterans that did not take advantage
of their benefits why they did not use them. More than 36% said they were not aware of
the VA education and training benefits (Westat, 2010).
4
Whalen (2013) explained, through research on student veterans, one must
understand the characteristics of student veterans in order to begin to know what support
would be required. They include understanding of military populations, military culture,
education benefits, post deployment issues, mental health issues, current support at
colleges, and transition from service. Other areas of focus would be to identify what type
of support is necessary in the classroom and how a college campus can create a veteran
friendly environment (Whalen, 2013).
A recent survey, published in February 2014, conducted by the U.S. Department
of Education, National Center for Education Statistics (2014), sent to 1,650 public and
private postsecondary degree granting institutions, sought information on veteran support
services provided during the 2012-13 academic year. The response rate was 90% (1485
colleges responded) and the college’s areas of focus specifically for veterans were social
supports, customized information, courses and credits, customized admissions events and
student orientation, mentoring and group counseling, off campus health services, staff
training, communication methods, events for prospective students, veteran work study,
and enrollment of veterans and dependents. These results and recommendations were in
line with the researcher’s findings.
A veteran is more likely to obtain a high school diploma compared to the average
nonveteran, but less likely to earn a college degree. Ninety-two percent of veterans 25
years or older have at least a high school diploma and 26% of veterans 25 years or older
have a bachelor’s degree (U.S. Census Bureau, 2012). Student veterans are likely to have
difficulty adjusting to a classroom environment, being social with classmates,
understanding assignments, and passing courses (Hermann, Raybeck, & Wilson, 2008).
5
Griffin & Gilbert (2012) noted, as President Barack Obama’s goal of becoming
the world’s leader in terms of college completion by 2020, it is essential to recognize the
needs of an increased veteran population. Developing strategies that increase the
probability of veterans graduating and earning their degrees will have a positive impact
on this goal, while promoting a nation of competitiveness, as well as properly rewarding
veterans for their service.
According to the Department of Veteran Affairs (2015), female veterans between
the ages of 17 – 34 are not completing a bachelor’s degree at the same rate as non-
veterans. Approximately 37.5% of female veterans had earned a bachelor’s degree
compared to 47% of non-veteran females (U.S. Department of Veteran Affairs, 2015a).
DiRamio, Jarvis, Iverson, Seher and Anderson (2015) conducted a mixed methods
study to investigate help-seeking attitudes of student veterans, particularly females. The
researchers approached the study by considering the following:
Colleges and universities are devoting resources to support students who have
military experience. However, evidence suggests veterans may not be using
services. Since resources are available, this begs the questions “why not?” and
“what are the help-seeking attitudes of veterans for psychological and academic
assistance?” It is also timely to consider female veterans in college. What needs
and concerns do they have? Are they different from men? (p.49)
None of the studies, American Council on Education (2009), Cook & Kim (2009),
Rumann and Hamrick (2010) and Whalen (2013), focused on gender differences.
DiRamio et al. (2015) stressed the importance of colleges being proactive about the
services offered to veterans and the communication of the availability of those services.
6
The data also showed veterans would be less likely to avail themselves to the services,
especially females with military experience who are now attending college (DiRamio et
al., 2015).
The decrease of troops from the wars in Iraq and Afghanistan combined with the
new and revised GI Bill, have led to the increase of veteran students into higher education
(Coll, Oh, Craig, & Coll, 2009). The veterans will need to translate their military
experiences into a college environment (Griffin & Gilbert , 2012).
According to the United States Census Bureau (2012), as of 2010, there were
approximately 1.4 million active duty military personnel and approximately 21.8 million
veterans: 20.2 million (93%) were male and 1.6 million (7%) were female. The overall
active duty military population has decreased from 1,458, 697 in 2010 to 1,429,877 in
2012, a 2% decrease or a difference of 28,820. The Army had the largest decrease from
561,979 in 2010 to 546,057 in 2012; a 2.9% decrease, or a difference of 15,922. The
Navy decreased from 323,139 in 2010 to 314,339 in 2012; a 2.8% decrease or, a
difference of 8,800. The Marine Corp decreased from 202,612 in 2010 to 198,820 in
2012; a 1.9% decrease or, a difference of 3,792. The Air Force had a small decrease
from 329,640 in 2010 to 328,812 in 2012; a .025% decrease, or a difference of 828. The
Coast Guard is the only branch that had a small increase from 41,327 in 2010 to 41,849
in 2012; a 1.2% increase or, a difference of 522. The Reserve and Guard have also
decreased from 857, 261 in 2010 to 848,302 in 2012; a 1% decrease or, a difference of
8,959. There are 202,876 (14.6%) active duty females and 1,185,152 active duty males.
The education level for active duty members is this: 1,089,763 (78.6%) have a high
school diploma and some college; 162,723 (11.7%) have a bachelor’s degree and 101,948
7
(7.3%) have an advanced degree (Office of the Deputy Assistant Secretary of Defense,
2012).
Problem Statement
There is little research regarding the transition of female veterans from the
military into college. The Post-9/11 GI Bill has funded education and training for over a
million veterans or their dependents since August 2009 (Department of Defense, 2012).
As veterans’ enrollment into college continues to increase, clarity of veteran support is
required as well as the demand to examine transitional services. The overall support
colleges provide becomes a priority. Researchers have agreed veterans transitioning to
college require additional support and services while pursuing their education (Cook &
Kim, 2009; Griffin & Gilbert, 2012; Jones, 2013; Vacchi, 2012). Vogt, Pless, King, and
King (2005) conducted a study focusing on deployment stress measures. The findings
showed that exposure to war zone activities has a negative implication for post
deployment transition of veterans (Vogt et al., 2005). The researcher will focus on
female veterans and their transition experience from the military into college. A female
veteran for this study is a person who has served active duty in the armed forces, is
eligible to receive GI Bill benefits, and enrolled in college at least one year. (U.S.
Department of Veteran Affairs, 2013).
The passage of the Post-9/11 GI Bill is what influenced the increase of veterans in
colleges today (O'Herrin, 2011). Bichrest (2013) indicated that there is not a one size fits
all approach for veterans to transition into an educational setting. Nor are there simple
explanations to overcome, added obstacles they may encounter. Therefore, the continued
need for research studies to identify services that can support veterans transitioning into
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college is warranted. Without providing adequate services to veterans to develop coping
methods as they transition into a college environment, student veterans will not achieve
graduation (Briggs, 2012). Student veterans struggle to integrate into a college
environment without the appropriate transitional services and support services to help
them succeed (American Council on Education, 2008).
From a transitional perspective, veterans mostly experienced problems when
adjusting to college life (Ackerman, DiRamio, & Mitchell, 2009). The U.S. Department
of Veteran Affairs (2013) emphasized that student veterans need to have complete
support services that would provide avenues for developing coping mechanisms. Many
institutions offer limited support services for students and few have specialized student
veteran services available (Ryan, Carlstrom, Hughey, & Harris, 2011). The sudden
increase of veterans into college and the lack of readiness of higher education institutions
forced Congress to implement new legislation. Congress passed H.R. 4057, Public Law
(PL) No. 112-249, “Improving Transparency of Education Opportunities for Veterans
Act of 2012,” which became effective on January 10, 2013 (U.S. Department of Veteran
Affairs, 2013). As a result, all colleges must now examine their support services and
provide information regarding the status of these services.
Theoretical Rationale
Schlossberg studied life transitions for work in areas of retirement, career
development, and intergenerational relationships. Schlossberg’s (1981) transition theory
originated because she believed a need existed to develop a framework that would enable
an understanding of adults in transition, and guide them to find the help they needed to
cope with the “ordinary and extraordinary process of living” (p. vii).
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The researcher used Schlossberg’s transition theory to interview female veterans
and their transition experience into college. Schlossberg’s (1981) theory expanded, as
she wanted to understand how people, and those with whom they are connected, cope
with change. Schlossberg (1981) described “the extraordinarily complex reality that
accompanies and defines the capacity of human beings to cope with change in their lives”
(p.3) and captured the individual characteristics and external occurrences embedded in
the transition process. Schlossberg’s (1981) primary focus was to study human
adaptation to transition. Comprehending adaptation to transition was beneficial to
discussions of Schlossberg’s conceptualization of these two terms (adaptation to
transition). Schlossberg used the works of life-course theorists Lieberman (1975) and
Lowenthal, Thurnher, and Chiriboga (1975).
Schlossberg et al. (1995), explained that in order to comprehend the effect on a
person, you first have to consider the type, context, and impact of the transition.
Schlossberg’s theory describes three different types of transitions: anticipated,
unanticipated, and non-events. Anticipated transitions are expected to happen and
include such events as graduating from high school. Unanticipated transitions are not
expected and not scheduled; events of this type include a sudden death of a family
member or being fired from a job. Nonevent transitions are an anticipated event expected
to occur but does not. An example would be a marriage that never took place, or a child
who was never born. Transitions may provide opportunities for growth with resulting
success, as well as failure. Schlossberg et al. (1995) supported the idea of transitions
having three phases; called “moving in,” “moving through,” and “moving out.” People
moving into a situation need to acquaint themselves with the guidelines, standards, and
10
expectations of a new system. An individual will need to learn how to balance their
activities once in a new situation as they move through the transition. Moving out is seen
as ending one transition and determining what comes next.
As the transition theory continued to evolve, Schlossberg (1995) explained a
transition is “any event or non-event, which results in changed relationships, routines,
assumptions, and roles” and the four factors that influence the quality of transitions:
situation, self, supports, and strategies for coping (p. 27). The four factors referred to as
the 4Ss and the strength and weaknesses in each of the areas determine the effectiveness
of the transition.
Sargent and Schlossberg (1988), explained the basic idea of mastering the process
of change is to take charge and take stock. The first three of the 4Ss, situation, self, and
supports, assist adults in taking stock. Situation identifies the type of transition, whether
or not it is positive or negative, did it come at a good time, was it voluntary or imposed,
and at what point is the person in the transition. Self looks at the characteristics of the
person, their strengths and weaknesses, what they bring to the situation, whether they are
optimistic and can handle ambiguity. Supports focuses on the people around the person
and the help or lack of help they would have gotten through the transition. The last of the
4Ss, strategies for coping, is the plan to boost the person’s strengths and skills in order to
cope with the change (Sargent & Schlossberg, 1988).
The utilization of the 4Ss model will be applied as a framework to understand the
needs of female veterans’ transition experience into college. The reason why this theory
can be so beneficial to the researcher is that it provides a complete or additional
understanding of a veteran’s transition to college, based on situation, self, supports, and
11
strategies for coping. By utilizing this approach, the researcher will identify additional
areas of support that can be used during the female veterans’ transition into college.
Statement of Purpose
As the veteran population continues to increase in colleges, the purpose of this
study is to examine the transition experience of female veterans from the military into
college. The study used the phenomena of female veterans’ transition from military to
college by focusing on four components: themselves, their situation, the support that they
may have and their coping mechanisms. The intent of this study was to use findings to
understand the transition to college and make recommendations for colleges to support
female veterans during this transition.
Vacchi (2012) stated, “Student veterans are a diverse subpopulation on campus,
and we should not expect universal comprehension of, or blanket policies for these
students” (p. 15). Vacchi (2012) further explained that veterans have a difficult time
adjusting to civilian life. Veterans have also learned a high level of responsibility,
discipline, training, and competence while being in the military. When in a classroom
setting, veterans need to overcome a reluctance to asking for help, and to understand that
it is not a burden to others. Vacchi (2012) expressed how important it is not to overlook
those characteristics. Research conducted by Rumann and Hamrick (2010) discovered
through interviews with veterans that veterans look for transition strategies such as
seeking out other veterans, attempting to form student veteran groups, disclosing
experiences in supportive environments, and embracing self-discipline and structure.
12
Research Questions
1. What personal characteristics did the female veterans use when deciding to go
to college?
2. How did the female veterans’ personal situation influence their transition into
college?
3. What support services did the female veterans find in the transition to college?
4. What coping strategies did the female veterans use during their transition into
college?
Potential Significance of the Study
The scholarly studies reviewed focus on the characteristics of veterans,
transitioning into higher education, and services provided for academic success
(O’Herrin, 2011; Vacchi, 2012; Wilson, 2014). This study is important because there is
very little research regarding female veterans and their transition into college and it
purports to extend the existing research on how the application of transitional services
can influence a student’s success in college. Finally, given the lower rate of graduation
of female veterans from college studying their transition may shed light on institutional
and personal factors that may need remediation to increase success.
Definitions of Terms
Active duty military - A person who is serving in a military force during the Iraq
and Afghanistan wars and is currently designated by the military as being in an “active
duty” status (U.S. Department of Veteran Affairs, 2013).
Depression - Depression is an illness that causes you to feel sad, lose interest in
activities that you have always enjoyed, withdraw from others, and have little energy. It
13
is different from normal feelings of sadness, grief, or low energy. Depression can also
cause people to feel hopeless about the future and even to think about suicide (U.S.
Department of Veteran Affairs, 2016).
Military Friendly - Schools that welcome veterans through the existence of VA
approved programs and services; some feel this label needs to involve more consistency
in programs and services (college credit for military service, set policies, the acceptance
of non-traditional education sources, flexibility in delivery, etc.) (U.S. Department of
Veterans Affairs, 2014).
Operation Enduring Freedom (OEF): Joint combat operation (United States,
United Kingdom, and Afghan) in Afghanistan, meant to provide stability and inhibit
further terrorist development (Department of Defense, 2012).
Operation Iraqi Freedom (OIF): Mission’s (U.S. led) goal was the removal of
Iraqi leader Saddam Hussein as well as the use and trafficking of weapons of mass
destruction; mission changed to help with the development of a new, more effective Iraqi
government and economy (Department of Defense, 2012).
Post-traumatic stress disorder (PTSD) -A traumatic event is something terrible
and scary that you see, hear about, or that happens to you, like: combat exposure, child
sexual or physical abuse, terrorist attack, sexual or physical assault, serious accidents,
like a car wreck, natural disasters, or earthquake. During a traumatic event, you think
that your life or others' lives are in danger (U.S. Department of Veteran Affairs, 2014).
Post-9/11 GI Bill - Effective August 1, 2009, individuals who have received an
honorable discharge from the armed forces and have at least 90 days of aggregate service,
or discharged with a service connected disability after 30 days since September 11, 2001,
14
are entitled to financial support for education and housing. Tuition payments are
determined based upon the highest in-state tuition (U.S. Department of Veteran Affairs,
2013).
Servicemember - An active duty member of the “uniformed services,” consisting
of the armed forces (Army, Navy, Air Force, Marine Corps, and Coast Guard), the
Commissioned Corps of the National Oceanic and Atmospheric Administration (NOAA)
and the Commissioned Corps of the Public Health Services (U.S. Department of Veteran
Affairs, 2013) .
Transition - A change in assumptions about oneself and the world (caused by
event or non-event) that entails behavioral and relationship changes (Schlossberg, 1981).
Traumatic Brain Injury - traumatic brain injury (TBI) is a sudden jolt to your head
that changes the way your brain works. The jolt could be caused by a blow to your head,
a blast, or an object like a bullet or fragment entering your brain. For people in the
military who are deployed, blast injuries are the most common cause of TBI. Falls,
fights, sports, and motor vehicle accidents are other common causes.
Veteran - A person who served in the armed forces and is eligible to receive GI
Bill benefits (U.S. Department of Veteran Affairs, 2013).
Yellow Ribbon Program - The Yellow Ribbon Program is a provision of the law
that created the Post-9/11 GI Bill. The Yellow Ribbon Program is available for
Institutions of Higher Learning (degree granting institutions) in the U.S. or at a branch of
such institution located outside the U.S. The program allows approved institutions of
higher learning and the VA to partially or fully fund tuition and fee expenses that exceed
15
the established thresholds under the Post-9/11 GI Bill (U.S. Department of Veteran
Affairs, 2013).
Chapter Summary
According to the research, (National Center for Educational Statistics, 2014;
O'Herrin, 2011; & Vacchi, 2012), there is an overarching theme that the veteran
population requires additional guidance when it comes to attending college. Vacchi
(2012) explained there is a significant difference in socialization and culture between an
academic setting and being in the military.
Wilson (2014) stated, it is the culture of a college to demonstrate support for
veterans and their dependents, not a single office of military support services. Veteran
students are combining their military training and skills and transitioning them into an
academic setting (Wilson, 2014).
There is very little research specifically focused on female veterans and their
transition into college. DiRamio et al. (2015) stated, “Because female student veterans
can sometimes exist on the fringes of the general student population, or perceive
themselves in that way, such a plan should be widespread and include the entire campus
community in order to be most effective” (p. 62). This strategy will assist female
veterans and their right to receive educational benefits (DiRamio et al., 2015). Due to the
lack of data, this study focused on female veterans and their transition experience into
college to determine what services are required to support their transition. In Chapter 2
the literature review and theoretical framework are provided. Chapter 3 provides the
methodology for the study. Chapter 4 presents and analyzes the results of the study. In
Chapter 5 the implications and conclusion for this study are discussed.
16
Chapter 2: Review of the Literature
Introduction and Purpose
Since there is little research regarding female veterans and their transition into
college the researcher focused on literature about female veterans. As a result of the
passage of the Post-9/11 GI Bill, veteran enrollment into college will continue to increase
and the need for support during the transition into college is necessary (Department of
Defense, 2012).
Review of Literature
Veterans transitioning to college is more prevalent now than ever (O'Herrin,
2011). The Post-9/11 GI Bill has funded education and training for over a million
veterans or their dependents since August 2009 and has invested over $30 billion dollars
in educational related benefits (U.S. Department of Veteran Affairs, 2013).
Eligible candidates to receive the Post-911 GI Bill are veterans and
servicemembers who have served 90 or more days on active duty since September 10,
2001. The number of days served on active duty determines the benefits for the National
Guard and Reserve members. The benefits are transferrable to immediate family
members. The benefits include tuition and fees at a state college or a capped amount of
$21,084 per academic year for private colleges, monthly housing allowance, and a
stipend up to $1,000 for books, work-study program, and the Yellow Ribbon Program
(U.S. Department of Veteran Affairs, 2015a).
17
As the VA and Department of Defense continue to strengthen programs for a new
generation of returning veterans, gender differences are an important consideration
(Maguen, Ren, Bosch, Marmar & Seal, 2010). Tamez and Hazler (2014) stated, “It is
clear that further research is needed to expand understanding of the unique challenges
female veterans returning from deployment face during their process of reintegration” (p.
55).
History of women in the military. Women have officially been a part of the
U.S. Armed Forces since the beginning of the Army Nurse Corps in 1901, but have
unofficially served since the beginning of our United States military. The transition to
the all-volunteer force in 1973 proved to significantly increase the opportunities available
for women to serve in the military (National Center for Veteran Analysis and Statistics,
2011). New legislation enacted by Congress and new Department of Defense policy after
the Gulf War eased regulations excluding women from combat-related positions. The
regulatory changes caused over 90% of military occupations to be available to women
(Donegan, 1996). Women are more involved and have a larger role in the U.S. military
than in the past, with a large amount of women sent to Iraq and Afghanistan. There were
154,536 women deployed at least one time to Iraq or Afghanistan between October 2001
and December 2009 (Armed Forces Health Surveillance Center, 2011). Even though
women are barred from direct combat positions, they are still exposed to combat
situations (Hoge, Clark, & Castro, 2007). Some of the positions women now hold are
military police, intelligence, pilots, mechanics, and convoy transportation medics. These
positions put the women at risk of being exposed to combat. The number of women
18
serving has increased from 2.5% in 1973 to 9% in 2013 and is expected increase to nearly
17% by 2043 (Office of the Actuary, Department of Veterans Affairs, 2014).
Female veteran characteristics. According to the U.S. Department of Veteran
Affairs (VA) (2015b), most female veterans alive today served during the Gulf War from
August 1990 to the present. The VA defines the Gulf War Era as pre and post 911. Pre
911 was from August 1990 to August 2001 and post 911 is from September 2001 to the
present (U.S. Department of Veteran Affairs, 2015b) . The following characteristics will
provide information that will help to understand the female veteran population.
Age and ethnicity. As of 2014, the median age of female veterans was 49 and
non-veteran females was 46. The median age of male veterans was 64 years old.
Compared to non-veteran females, female veterans are more likely to be white, non-
Hispanic. Overall, female veterans are more ethnically diverse than male veterans. Male
veterans are more likely to be white, non-Hispanic. Both female and male veterans are
less likely to be Hispanic (National Center for Veterans Analysis and Statistics, 2016).
Marital status. Female veterans tend to get married at a younger age than non-
veteran females (National Center for Veterans Analysis and Statistics, 2016). Female
veterans are less likely to get married and more likely to get a divorce as compared to
male veterans. However, female veterans are more likely to be married and not get a
divorce as compared to non-female veterans (National Center for Veterans Analysis and
Statistics, 2016).
Working females and children. The percentage of working-age women with
children under 18 years old increases until the age of 44 and then it decreases. Female
19
veterans appear to have more children under 18 years old than non-veteran women
through the age of 34 (National Center for Veterans Analysis and Statistics, 2016).
Higher education. According to the National Center for Veteran Analysis and
Statistics (2016), the older female veterans become, the more likely they are to hold a
bachelor’s degree as compared to non-veteran females. The data also shows that female
veterans are more likely to be enrolled in college, complete some college, complete a
bachelor’s degree or an advanced degree as compared to male veterans. Approximately
7% of 17- to 24-year-old and 30% of 25- to 34-year-old female veterans had completed a
bachelor’s degree or higher, compared with 10% and 37% of non-veteran females of the
same ages. A higher percentage of female veterans ages 35 and older completed a
bachelor’s or advanced degree as compared to similar non-veteran women. The
difference varied based on age group: 39.5% of female veterans between the ages of 35-
44 have a bachelor’s degree as compared to 35% of non-veterans, 36.7% of female
veterans between the ages of 45-54 have a bachelor’s degree as compared to 29% of non-
veterans, and the percentage continues to increase for female veterans and continues to
decrease for non-veterans through the age of 75. A higher percentage of female veterans
(46%) has some college experience as compared to male veterans (36.4%). A higher
percentage of female veterans (34%) held a bachelor’s degree or an advanced degree as
compared to the male veterans (25.9%). The female veterans across all ages showed a
higher percentage of attaining a degree compared to male veterans (National Center for
Veterans Analysis and Statistics, 2016).
Poverty. The U.S. Census Bureau uses income thresholds that vary by family
composition and size to determine who is in poverty. When a family’s total income is
20
less than their threshold, then that family and every individual in it is considered to be in
poverty. The poverty thresholds are updated annually for inflation using Consumer Price
Index and do not vary based on geography (U.S. Census Bureau, 2015). Female veterans
are less likely than non-veteran females to live in poverty. Approximately 9% of all
female veterans and 16% of all non-veteran females are in poverty (National Center for
Veterans Analysis and Statistics, 2016). Poverty rates are highest for the youngest
female veterans between the ages of 17-24. A higher percentage of female veterans
(9.4%) lives in poverty as compared to male veterans (6.7%) (National Center for
Veterans Analysis and Statistics, 2016).
Household income/personal income. The median household income for all
female veterans is $54,993 compared to $44,999 for non-veteran females (National
Center for Veterans Analysis and Statistics, 2016). Median household incomes are
highest for female veterans between 35- 44 year-olds ($65,463) and between 45 and 54
years of age ($64,937). The median household income for non-veteran females for those
age ranges are $58,465 and $61,482. The median household income for a male veteran is
$56,995 as compared to female veterans with a median household income of $54,993.
Both female ($54,993) and male ($56,995) veterans’ median household income is higher
than non-veteran females ($44,999) (National Center for Veterans Analysis and Statistics,
2016).
Employment and occupations. The percentage of female veterans working in
management and professional occupations is approximately nine percent higher than that
of non-veteran females. A smaller percentage of female veterans (15%) work in service
occupations, such as food service, janitorial, and childcare, than female non-veterans
21
(22%). Approximately 36% of female veterans work for local, state, or federal
government, as compared to 16% of non-veteran females. Female veterans also have a
higher percentage (50%) in management positions, professional sales, and office
occupations as compared to male veterans (35%) (National Center for Veterans Analysis
and Statistics, 2016).
Selected characteristics of veterans. Female veterans (19.1%) are more likely to
have a service-connected disability compared to male veterans (16.0%) The percentage
of female veterans (24.7%) using VA Health Care is less than the male veterans (29.2%).
Female veterans (7.7%) are more likely not to have any health insurance coverage as
compared to male veterans (5.7%) (National Center for Veterans Analysis and Statistics,
2016).
Academic outcomes of veterans. The Million Records Project (MRP) released
in March 2014 conducted by the Student Veterans of America in collaboration with the
National Student Clearing House (NSCH) and the U.S. Department of Veteran Affairs
focused on veteran achievement in higher education. The Million Records Project is the
first national analysis of post 9/11 veterans who used their educational benefits to attend
college (Student Veterans Of America, 2014).
The MRP was a quantitative analysis that looked at graduation rates of veterans
and determined that veterans using their GI Bill benefits between 2002 and 2010 and
finishing their degree by June 2013, had a 51.7% completion rate as compared to non-
veterans at 54% (Student Veterans Of America, 2014). There were 898,895 student
veterans in the sample and the NSCH identified 859,297 that had degree data (95.6%
coverage rate). The other 39,598 may have been from institutions that do not report
22
academic outcomes. The research found approximately one in five (21.1%) student
veterans were female. This is not surprising considering the Department of Defense
reports that 14.6% of current active duty military are female (Department of Defense,
2013). The MRP study also suggested that if the study had more female student veterans
the completion rate would be higher since females generally have a higher completion
rate than males. The data revealed that 79.2% initially enrolled in a public college,
10.7% in a private nonprofit college and 10.1% in a proprietary college/school (Student
Veterans Of America, 2014).
The Million Records Project focused on postsecondary completion to measure
veteran completion. Out of the 859,297, they were able to use 788,915 records. The
other 70,382 had postsecondary enrollment before January 1, 2011. The majority
(407,483) of the 788,915 attained a postsecondary degree ranging from a certificate to a
doctorate, representing an overall completion rate of 51.7%. The research looked at
whether or not the student veteran used their GI Bill benefit. Of the records reviewed
407,483 (79.5%) earned a certificate or a degree after enrolling in VA benefits. More
than a third, 166,073 (40.8%) completed at least a postsecondary program prior to using
their GI Bill benefits. The researchers used an artificial cutoff date to determine if the
student veterans earned a degree. This may have caused an overestimate of students
receiving a degree after enrolling in the benefits and an underestimate of those that
completed their degree prior to the GI Bill.
The researchers also reviewed the time to completion for the student veterans’
initial degree to their final degree. The average number of years for an associate’s degree
was 5.1 years and 6.3 years for a bachelor’s degree. More than half (52.6%) of the
23
students earned an associate’s degree within four years and the majority (50.5%)
completed a bachelor’s degree within five years (Student Veterans Of America, 2014).
Several demographic independent variables were used to explore different veteran
subgroups, which included GI Bill eligibility and the criteria for different VA benefits,
individuals that may have received a degree prior to using their benefits, educational
institutional demographics, and the branch of service in which they served. The MRP
eliminated the assumption that the majority of student veterans were using their
educational benefits on vocational certificates or on-the-job training programs. The MRP
findings indicate that a majority of the student veterans are attaining bachelor’s or
graduate degrees. The data suggest that these levels of degree attainment, combined with
the skills developed in the military, position student veterans to become strong leaders in
numerous fields such as public service, business, science, and engineering (Student
Veterans Of America, 2014).
Exposure to combat. The changes in the military increase opportunities for
women and the ideal of more women in combat is more and more a reality. Street, Vogt,
and Dutra (2009) proposed research models examining gender differences after
deployment into war zones and subsequent post-traumatic stress disorder (PTSD). Street
et al. (2009) focused on Operation Iraqi Freedom (OIF) and Operation Enduring Freedom
(OEF) and the issues males face after being exposed to combat. Sexual assault,
interpersonal stressor, pre and post- military interpersonal trauma, homecoming
transition, and a discussion of future direction were included. The data show that the
challenge is to apply models that concentrate on males in relation to PTSD and combat
trauma to include today’s OEF/OIF women veterans (Street et al., 2009). The study
24
revealed females (38%) are more likely to handle human remains than males (29%). In
contrast, 47% of males compared to 36% of females reported being in firefights and 15%
of males compared to 7% of females reported shooting at the enemy. Street et al. (2009)
proposed the necessity for research geared towards the prevention of trauma and
challenges in mental health issues for both male and female veterans (Street et al., 2009).
Seelig et al. (2012) completed a longitudinal quantitative study focused on the
relationship between the mental health of female veterans that deployed after September
11, 2001 and their exposure to combat. Seelig et al. (2012), evaluated survey responses
from the Millennium Cohort questionnaire to be included as part of a 7-year longitudinal
study, with a baseline and one or two follow-up surveys. They also used military and
demographic data to assess the 17,481 female participants and their relationship to PTSD,
anxiety disorders, and depression. During the study timeframe, approximately 25% of
the females in the study were deployed and experienced combat like situations or combat
exposure. Fifteen percent of the population indicated a prior mental illness diagnosis and
approximately 4% screened positive for PTSD, depression, or anxiety disorders during
the baseline survey (Seelig et al., 2012).
The results of the study showed that exposure to combat increased the probability
of a female veteran experiencing mental health symptoms of PTSD more so than anxiety
disorders or depression. The results showed the opposite about education and National
Guard or Reserves. Symptoms were less probable to transpire if the female veteran had
higher education experience and participated in the National Reserves or Guard (Seelig et
al., 2012). The mental health issues; PTSD, depression and anxiety disorders
significantly increased with the presence of prior exposure to combat. There were
25
noticeable differences with women participants depending on the location of their
deployment (Seelig et al., 2012). Female veterans deployed to Iraq had a greater chance
of reporting PTSD symptoms and females deployed to other areas other than Iraq and
Afghanistan had increased odds of reporting PTSD symptoms or anxiety disorders
compared to females not deployed (Seelig et al., 2012)
Seelig et al. (2012) concluded that deployment experience and exposure to
combat, or lack thereof, directly affects the probability of mental health issues when
compared directly with non-deployed women. Limitations of the Seelig et al. (2012)
study includes self-reported data, potential to misclassify mental health issues and a non-
representative sample. The strength of the findings was that females in the millennial
cohort study represented approximately 30% and included females from all branches of
service. Seelig et al, (2012) believes their research is the first to focus on mental health
challenges of female service members who have served in the current era.
Mental health issues. The Society for Women’s Health Research (SWHR) held a one-
day conference and Resnick, Mallampalli and Carter (2012) studied information from the
conference regarding the health of female veterans. They recognized, as female veterans
roles were changing in the military, so were their health issues. Female veterans’
exposure to trauma and injury presented new health risks; especially the female veterans
deployed to and that have returned from Iraq or Afghanistan. The health issues identified
in their report focused on research related to mental health (post-traumatic stress disorder
and depression), urogenital health, musculoskeletal health, and traumatic brain injury
(TBI).
The researchers defined PTSD symptoms as a re-experiencing traumatic event
26
that lasts greater than a month (Resnick et al., 2012). Presenting at the SWHR
conference, a doctor from the Medical University of South Carolina, Kathryn Magruder,
M.P.H., Ph.D., found that men were more likely to be exposed to a wider variety of
trauma; however, PTSD is twice as prevalent in women. The data presented a PTSD
contradiction considering men had a wider variety of trauma. Magruder (2011) further
explained that this may have been caused by the following three reasons, women are at
higher risk of PTSD because they experience trauma, specifically sexual assault or abuse;
PTSD symptoms last longer in women, and women have stronger reactions to traumatic
events. In reviewing Macgruder’s research, Resnick et al. (2012) expressed that as the
female population in the military increases, biomedical research and health policies need
to be at the forefront. They further stressed that access to gender appropriate care and a
progressive understanding of the distinctive needs of female veterans is essential.
Resnick et al. (2012) also found that depression was more prevalent in women
than in men. Kristin Mattocks, PH.D., M.P.H., from Yale University spoke at the SWHR
2011 event and discussed mental health conditions among OEF/OIF women veterans.
Mattocks (2011) focused her discussion on two research projects she conducted using the
Women Veterans Cohort Study (WVCS) from 2007. Her first study reviewed gender
differences related to healthcare costs, use of services, and health outcomes among
OEF/OIF veterans receiving VA care. The second study conducted by Mattocks et al.
(2010) examined pregnancy and mental health among OIF/OEF female veterans.
Mattocks et al. (2010) used OEF/OIF veterans from the Northeast and Midwest. Their
cohort consisted of 550,849 men and 74,535 women. They used a prospective survey to
collect her data regarding combat exposure, non-VA care, reproductive health history,
27
MST, pain, and quality of life. The study revealed most of the pregnant female veterans
experienced mental health issues before their pregnancy, however, they were twice as
likely to be diagnosed during their pregnancy compared to non-pregnant veterans. The
research showed that untreated mental health during a pregnancy could lead to low birth
rates, infant abuse or neglect, and maternal depression. The implications of the study of
Mattock et al. (2010) recognized OIF/OEF female veterans suffer from substantial mental
health problems and it is not clear if it is a direct result of combat exposure. Patterns of
VA and non-VA care among OEF/OIF female veterans are not clearly understood. The
coordination between the VA and other private mental health systems and obstetrics is
crucial and private providers should inquire about a veteran’s status as it relates to
combat exposure, PTSD or other mental health conditions (Resnick et al., 2012).
Christine Sears, M.D., spoke at the SWHR event regarding urogenital health
disorders (urinary tract infections (UTIs), pelvic organ prolapse (POP), bladder pain
syndrome, (BPS) and urinary inconsistencies. Sears (2011) explained in a study of 841
deployed female veterans that 18.4% experienced UTIs during deployment. Another
study revealed a higher prevalence of UTIs in women (4.3%) compared to men (1.7%).
“POP is defined as the descent of the bladder, uterus, and rectum because of weakening
of the muscles and connective tissue within the pelvic floor” (Resnick et al., p. 897).
Through an observational study, Sears presented data on 116 females at the United States
Military Academy and 50% showed some loss of pelvic support after training. There was
a significant correlation found in a follow up study between POP and paratrooper
training.
28
Sears identified that the strenuous military training of female veterans influenced
future pelvic health; however, she also recognized additional research was needed in this
area. (Resnick et al., 2012). At the SWHR event, Barbara Boyen, Ph.D., presented on
musculoskeletal health. She stressed the importance of advance technology for wounded
veterans. The injuries veterans sustain during deployment are much more complex and
involve, muscle, skin, nerve, tendons, ligaments and bones. Boyen spoke about a study
involving OEF/OIF veterans and pointed out that 54% of the injuries were to the
extremities and 29% were to the neck and head. She further expressed the need to look at
new technologies from a gender difference perspective. Most of the studies to date were
designed to treat wounds of males using male animal models. She stressed that by
focusing on the gender based differences the long term regenerative strategies could
improve, and for optimum results the technology must be responsive to sex based
differences (Resnick et al., 2012).
Gutierrez et al. (2013) conducted a qualitative descriptive study of female
veterans’ deployment related experiences and the potential risk of suicide. The research
completed was an extension of work by Gutierrez, Brenner, and Huggins (2008) that
involved mostly male combat veterans. Interviews were conducted with 19 female
veterans (18 OIF/1 OEF) between the ages of 24 and 52 (average age 34.7) deployed to
Iraq and Afghanistan combat zones. The researchers used structured open-ended
questions to elicit information for the study (Gutierrez et al., 2013).
The data identified emerging themes of female veterans’ deployment and related
stressors being a minority in their environment. The interview questions focused on three
concepts, perceived burdensomeness, failed belongingness, and acquired ability for
29
suicide through habituation to pain (Gutierrez et al., 2013). Additional themes emerged
during the interview process that did not fit into the three prescribed constructs. The
female veterans spontaneously brought up suicide when being asked about coping with
feeling like a burden or belonging. Suicide was mentioned as an abstract in all of the
discussions with the female veterans. The female veterans mentioned many challenges
they faced in their lives and not all limited to the military (Gutierrez et al., 2013). Some
of the challenges the female veterans faced in the military were the need to prove
themselves and the fact that that they were tough enough to be in the military. Other
challenges outside of the military included their transition back to civilian life as it related
to their veteran status (Gutierrez et al., 2013). The data for perceived burdensomeness
revealed that female veterans felt that asking for help was a sign of weakness, the concern
of not pulling their weight was constant, their performance compared to their male
counterparts was being judged, they were concerned with the idea of not living up to
others expectations, and they set very high expectations of themselves (Gutierrez et al.,
2013). The data for failed belongingness showed that female veterans felt they were
living in a man’s world and they were not feeling connected when they returned home as
a civilian after being deployed (Gutierrez et al., 2013). The researcher also noted that
symptoms of PTSD contributed to feelings of being an outsider. The female veterans that
experienced a traumatic loss in the military, from combat casualties or the ending of an
intimate relationship, led to a sense of failed belongingness post deployment. The data
for acquired ability for suicide through habituation to pain disclosed female veterans that
discuss their war experiences lead to increased emotional sensitivity, which triggered
abnormal coping mechanisms (Gutierrez et al., 2013). Serving in the military and their
30
combat experience was explained as both emotional and physical pain. Some of the
coping mechanisms included substance abuse or feelings of engaging in violence.
Additional themes identified were female veterans’ feeling a loss of identity, self-worth,
and grief (Gutierrez et al., 2013). Gutierrez et al. (2013) concluded that more attention
needs to be given to women currently serving in the military and to female veterans to
better understand their mental health.
Feczer and Bjorklund (2009) completed a case report that examined a female
veteran combat nurse of Operation Iraqi Freedom (OIF) who experienced post-traumatic
stress disorder (PTSD). The case report data was acquired through an interview with the
participant and a review of her records. She was deployed to Iraq for 19 months in 2003
and 2004 and her service included working at the Abu Ghraib prison. The study of the
nurse included barriers to treatment through the Veteran Administration (VA) outpatient
clinic and the roles she played during her recovery. The researchers concluded that
PTSD in female veterans is a significant problem and that diagnosis and treatment may
be complicated because of gender (Feczer & Bjorklund, 2009). The researchers
encouraged further research in this area and encouraged advanced practice training for
medical professionals to address female veterans with PTSD (Feczer & Bjorklund, 2009).
Conard and Sauls (2014) completed a systematic review of 10 research studies
completed over the past 10 years to examine if there is a relationship between
deployment of combat female veterans and incidences of PTSD. Four variables were
used in the study: population (female combat veterans), intervention (deployment to Gulf
War II), comparison (compared to male combat veterans) and outcome (incidences of
PTSD). The researchers asked the following question, “Does deployment increase the
31
risk of PTSD in female combat veterans compared to male combat veterans?” (Conard &
Sauls, 2014, p. 3). The results of the study indicated that the proposed question was not
answered and additional research would need to be done. Several factors did emerge that
included issues regarding deployments, demographics, inconsistent screenings and
potential bias, military sexual trauma (MST) and new mental health diagnosis (Conard &
Sauls, 2014). The data showed that female combat veterans were likely to be young,
African American, and that 30% would be of other ethnicities. The researchers found
that the location and the length of the deployment had a negative effect on combat
veterans due to the intensity of the combat exposure. The more experience with combat
exposure, the higher level of PTSD (Conard & Sauls, 2014).
Rivera and Johnson (2014) completed a literature review of journal publications
from 1970 to 2012 that focused on female health issues and distinguished between male
and female outcomes. The researchers used three time periods to distinguish the
involvement of the military. The periods of time were, Vietnam (August 1964 – August
1973); Operation Desert Storm/Shield (August 1990 – February 1991); and Operation
Enduring Freedom, Operation Iraqi Freedom, and Operation New Dawn (October 2001 –
February 2014). The purpose of the study was to look at female veterans specifically,
and their health related issues from serving in Operation Enduring Freedom (OEF) and
Operation Iraqi Freedom (OIF). The researchers used articles that reviewed female
health issues from at least one of the three periods of war (Rivera & Johnson, 2014).
This was done to provide a longitudinal look at the issues. Two themes prevailed over
each of the war time-periods: gynecological issues and mental health issues. Rivera and
Johnson (2014) looked at the physical and psychological toll on female veterans. Female
32
veterans that served in the Vietnam War self-reported a higher rate of birth defects in
their offspring (10.5% versus 7%). Female veterans that were deployed to Operation
Desert Storm/Shield had more self-reported gynecological and reproductive problems
(Rivera & Johnson, 2014). Data regarding gynecological issues from OEF, OIF and
OND is not available; however, early reports of female veterans from OEF, OIF and
OND indicate a link between mental health diagnosis and reproductive health issues
(Rivera & Johnson, 2014). The data showed the psychological toll of female veterans
was more prevalent among combat veterans compared to those deployed to non-combat
areas (10% verses 4%). Rivera and Johnson’s (2014) study contradicts the findings of
Conard and Sauls (2014) that female veterans have less PTSD occurrences than males.
According to Rivera and Johnson (2014), female veterans potentially experienced higher
incidences of PTSD and depression compared to their male counter parts. They
acknowledge in their conclusion that policy regarding female veterans’ health issues
needs to be developed (Rivera & Johnson, 2014). Conard and Sauls (2014) felt that more
research will be necessary for the growing population of female veterans. They believed
a longitudinal study would be beneficial to look at the changes over an extended time,
post deployment, of veterans with the invisible wound of PTSD (Conard & Sauls, 2014).
Vogt et al. (2005), conducted a quantitative study using Mangione's (1998)
multistep method. The sampling pool was identified through the VA Health Registry and
Defense Manpower Data Center. The participants consisted of 495 Gulf War I veterans
from the United States. The selection process included an overrepresentation of female
veterans relative to their participation in Gulf War I. Participants received the following
separately: a letter explaining the purpose of the study, a survey packet, a reminder card,
33
another survey packet for non-respondents, and another reminder card if needed. Of the
495 packets sent out, 317 responded (66% response rate). Of the 495 surveyed, 56%
females and 67% males responded (Vogt et al., 2005). The deployment stress measures
are from the Deployment Risk and Resilience Inventory (DRRI). The DRRI has a
collection of measures for studying deployment related experiences of veterans and
military personnel (Vogt et al., 2005). The deployment stress measures used in this study
were combat experiences, aftermath of battle, perceived threat, difficult living and
working environment, concerns about family/relationship disruptions, lack of deployment
social support, sexual harassment, depression, anxiety, and post-traumatic stress
symptomatology (Vogt et al., 2005). The analysis calculated the means separately for
females and males. To compare levels of exposure to deployment stressors and mental
health outcomes, independent samples t tests were computed (Vogt et al., 2005). The
findings showed that exposure to war zone activities had a negative implication for post
deployment transition of veterans. Most research has consisted of male samples. This
study identified that a variety of deployment stressors were valid for both male and
female. Females reported more interpersonal stressors (68.8%) than males (54.6%),
meaning the lack of social support in the war zone could cause a stronger risk of
depression among women. Women presented with higher anxiety levels when asked
about concerns with family disruptions and lack of deployment support and men showed
higher levels of anxiety regarding sexual harassment (Vogt et al., 2005). With regard to
the impact of sexual harassment, the researchers did not expect this outcome and it did
not support their hypothesis (Vogt et al., 2005).
34
Maguen, Ren, Bosch, Marmar and Seal (2010) conducted a study that reviewed
gender differences in socio demographic, military service, and mental health
characteristics among Operation Iraqi Freedom (OIF) and Operation Enduring Freedom
(OEF) veterans. They completed a cross sectional study utilizing data from the
Department of Veteran Affairs (VA). The data used included OIF and OEF veterans
from April 2002 to March 2008 that pursued VA health care. The final study population
comprised of 329,049 OEF or OIF veterans (Maguen et al., 2010). Female veterans made
up 12.4% of the sample. The average age of the veterans was 31.2 and they were 67.3%
White/Caucasian, 16.2% African American and 10.8% Hispanic (Maguen et al., 2010).
Over half (52.9%) of the veterans were active duty and the others served in the National
Guard. Most (67.9%) completed one OEF or OIF deployment. The results indicated that
male veterans were diagnosed more often with PTSD (22% versus 17%) and alcohol use
disorders (8% versus 3%). The female veterans were younger (29.1 versus 31.4) and
more likely to be Black (30% versus 14%) and received depression diagnosis (23%
versus 17%) more frequently than men (Maguen et al., 2010). There was a higher
prevalence of PTSD and depression diagnosis in older age (over 30) female veterans
compared to male veterans (Maguen et al., 2010).
Maguen et al. (2010) found numerous important gender differences in mental
health diagnoses, demographics, and military service characteristics, and independent
correlations of PTSD and depression diagnoses among veterans who returned home from
OEF or OIF and pursued care in the VA health care system. They concluded by
recognizing the importance of gender differences when seeking health care and that the
VA needs to facilitate more prevention and treatment services for the returning veterans
35
(Maguen et al., 2010).
Eisen, et al. (2012) examined veterans within one year of returning from
deployment from Iraqi or Afghanistan. The study reviewed mental and physical health
symptoms, differences by gender, service component, and deployment operation
(OIF/OEF). An observational research design was used with a national random sampling
of OIF/OEF veterans. The random sample was divided by branch of service and gender
(with an oversampling of women to make up 50%). The data was provided by the
Defense Manpower Data Center. Out of the 1,833 eligible individuals, 598 veterans
completed the survey (33% response rate) (Eisen et al., 2012).
The results of the study concluded that mental health functioning was
significantly worse in veterans than in the general population. Of the veterans surveyed,
13.9% screened positive for symptoms of PTSD, 39% for possible alcohol abuse, and 3%
for possible drug abuse. Men reported more abuse with drugs and alcohol. This study
did not find gender differences regarding PTSD or other mental health issues. OIF
veterans experienced more mental health issues, and alcohol and drug abuse compared to
OEF veterans. Army (15%) and Marine (25%) veterans reported more health and
physical issues than did the veterans of the Navy (5.9%) and the Air Force (9.5%). The
Army (47%) and the Marines (45%) screened positive for alcohol use compared to both
the Air Force and Navy respondents at (26%). The Marines (7.4%) and the Army (3.4%)
respondents screened positive for drug use compared to the Air Force or Navy (< 1%)
respondents (Eisen et al., 2012). The researchers concluded that it is important to be able
to identify veterans that are at risk of mental health and substance abuse problems (Eisen
et al., 2012).
36
Military sexual trauma (MST). Tamez and Hazler (2014) expanded on Frain,
Bishop and Bethel’s (2010) original research they developed regarding a five point
rehabilitation roadmap to guide rehabilitation counselors working with Iraq and
Afghanistan veterans. Tamez and Hazler (2014) expanded the concept to female
veterans. The intent of the research was to prepare rehabilitation counselors that may be
assisting the female population. One of the rehabilitation considerations for female
veterans included military sexual trauma (Tamez & Hazler, 2014). The Department of
Veteran Affairs defines MST as rape, sexual assault, or sexual harassment (U.S.
Department of Veteran Affairs, 2013). MST has been linked to other serious health
conditions such as PTSD, major depression, eating disorders, alcohol and drug abuse,
sexual dysfunction, anxiety, personality disorders, and suicide.
The U.S. Department of Defense (DoD) reported that in 2012 there were 3,192
reports of sexual assault, representing a 1% increase over the prior year. The DoD
disclosed that 33% of female veterans experienced being raped during their military
service and 37% reported being raped more than once. Another 14% of female veterans
reported being ganged raped. Female veterans that have experienced MST are three
times likelier to develop PTSD (Tamez & Hazler, 2014).
MST can have a negative impact on a veteran’s quality of life, which can affect
their employment or daily activities. The transfer of military skills to civilian life is
already problematic for veterans. Experiencing an unfavorable event such as MST can be
damaging for a veteran trying to improve their life (Cater & Leach, 2011).
Female veteran homelessness. As the female veteran population increases so
does the proportion of homeless female veterans (Tsai, Kasprow, Kane, & Rosenheck,
37
2014). Tsai et al. (2014) conducted a quantitative study to examine the service needs
between female and male veterans since the Veterans Administration (VA) has been
predominately serving males. The researchers used the National Registry of 119,947
users of the VA homeless services from 2011 to 2012 to:
1. Estimate the proportion of female veterans among all users of the VA services.
2. Review the proportion of VA homeless service users who are homeless by
gender.
3. Report differences between female and male VA homeless service users who
are homeless on socio-demographic and clinical characteristics, as well as on
outreach, referral, and admission patterns for a variety of specialized VA services.
The researchers found that 54% of the female veterans using VA homeless
services were homeless, which was slightly lower than 59% of male veterans using VA
homeless services. Comparing homeless VA service users, females were younger than
males, 21% more had dependent children, 8% more were diagnosed with non–military-
related PTSD, and 19% to 20% more were referred and admitted to VA’s supported
housing program than males (Tsai et al., 2014).
Tsai et al. (2014) concluded that female homeless veterans used their VA
homeless services at a similar rate to the other general services. They recognized that the
homeless female veterans have unique needs and may require specialized services,
especially childcare (Tsai et al., 2014).
Montgomery, Dichter, Thomasson, Fu and Roberts (2015) conducted research
that studied demographic and gender influences of veterans’ reports of homelessness or
risk of homelessness. They analyzed a 3-month period of veterans that responded to the
38
U.S. Department of Veteran Affairs Veteran Health Administration (VHA) screener for
homelessness and risk. The researchers used a quantitative approach utilizing a
multinomial mixed effects model stratified by gender predicted veterans’ reports of
homelessness or risk based on age, race, marital status, and receipt of VA compensation
(Montgomery et al., 2015).
The researchers’ findings indicated the proportion of positive screens of
homelessness or risk of homelessness was greater in females than in males. The positive
screens for females were higher at 2.7% as compared to males at 1.7%. Females between
the age of 35 to 54, Black, and unmarried were more likely to experience homelessness
or risk of homelessness. The greatest predictors for homelessness or being at risk of
homelessness were associated with unmarried Black males. Both genders receiving
disability benefits were less likely of being homeless or at risk of being homeless
(Montgomery et al., 2015).
Montgomery et al. (2015) concluded their research by identifying the need to
develop preventions and interventions and acknowledge race differences and
subpopulations that may be in need of an intervention. Montgomery et al. (2015) and
Tsai et al. (2014) recognized the need for improved services to address not only
homelessness of the veteran population, but also the increased female homeless veteran
population.
Veterans transition to college. Baechtold & De Sawal (2009) did a report that
focused on meeting the needs of female veterans in college. They stated, “The number of
women veterans attending college is increasing. Campus professionals need to be aware
of how issues pertaining to mental health, sexual assaults and gender identity may
39
influence how these women make transitions to higher education” (Baechtold & De
Sawal, 2009, p.36). They further explained that the increase in mental health issues at
colleges has increased over the past several years, which is why the mental health
concerns with the military service and combat veterans need to be understood (Baechtold
& De Sawal, 2009).
Baechtold and De Sawal (2009) focused on female veteran mental health related
issues such as PTSD, sexual assault, and their identity development. Due to several
shootings occurring on college campuses, mental health issues have received increased
attention (Baechtold & De Sawal, 2009). Often mental health concerns regarding
veterans and their combat experiences are understood through their personal stories
(Baechtold & De Sawal, 2009). The researchers explained that student veterans need a
safe place to process their war related experiences and student affairs administrators need
to be aware of their needs. Baechtold and De Sawal (2009) reviewed the mental health
areas and provided the following information for student affairs administrators to
consider; typical stressors for traditional college students may not affect veterans the
same way, do not assume that all female veterans arrive on campus with mental health
issues, and understand how female veteran’s military experience relates to their college
experience. Baechtold and De Sawal (2009) stated:
Faculty and staff, especially student affairs educators who seek to support female
veterans as they make the transition from combat to classroom, should consider
the following topics in their discussions with students. What steps might you take
to connect with other military veterans who are students on this campus? How
might you begin making connections with other women on this campus? What
40
extent are you aware of the support services available to students? What are the
sources of your stress as a student, as a female, and as a veteran? (p. 41)
Zinger and Cohen (2010) conducted an exploratory study to review the overall
adjustment of veterans post deployment and their transition from the military to college.
The purpose of the study was to make recommendations to colleges regarding
policymaking, program development, and restructuring (Zinger & Cohen, 2010). The
researchers recruited 10 participants using pre-screening criteria (part time or full time
students at Queensborough Community College (QCC), veterans deployed to
Iraqi/Afghanistan and no restrictions regarding gender, age or non-combat or combat
experience. There were nine male (90%) veterans and one female (10%) veteran. The
average age for the male veterans was 24.7 and the one female was 27 years old (Zinger
and Cohen, 2010). The male veterans were Hispanic (6), Asian (2), and West Indian (1).
The female veteran was Eastern European (Zinger & Cohen, 2010). The questions
included reason for enlisting, military experience (biggest challenges/pivotal moments),
post deployment, emotional issues, personal relationships, coping mechanisms, reflection
on self, experience at QCC, and veteran support services at QCC. The researchers
identified other areas that could hinder the transition for veterans. These included family
conflict, problems with authority, learning how to cope in a non-structured environment,
issues with apparent support, identity issues resulting from military service, and post
deployment (Zinger & Cohen, 2010). The veterans expressed that they had difficulty
adjusting and shared how much they had changed after their military service. The
veterans had readjustment challenges that consisted of coping with PTSD, lack of
structure as a civilian, depression, physical injury, personal relationships, and functioning
41
socially. Many found the negative public opinion against war was challenging (Zinger &
Cohen, 2010). The data showed that some veterans did not have a sense of belonging,
missed the military camaraderie, and reported feeling overwhelmed to the point they had
to drop classes when they first enrolled. The data also showed the veterans felt no one
was there to support them and assist with various processes such as completing GI Bill
paperwork, finding a job, reviewing benefits and registering for classes. The veterans
also found some departments more helpful than others and mentioned the campus
Veterans Club as providing emotional support and referral information (Zinger & Cohen,
2010).
Zinger and Cohen (2010) developed the following recommendations for colleges
to be prepared to meet the needs of the veterans:
• Create a Veteran Center on campus that can be used as a central office for
veterans. Partially staff the office with student veterans and make veteran
resource information (benefits, scholarships, outside agencies, etc.) available.
• Develop a Veteran Club on campus.
• College counselors should assist with readjustment challenges.
• Provide sensitivity training for faculty and staff.
• Campus health and counseling offices should be aware of the mental health
issues veterans experience and be prepared to refer them to the appropriate
agency for assistance (Zinger & Cohen, 2010).
Whalen (2013) explained, through research of this topic, one must understand the
identified areas in order to begin to know what support would be required for student
veterans. They include military populations, military culture, education benefits, post
42
deployment issues, mental health issues, current support at colleges, and transition from
service. Other areas of focus would be to identify what type of support is necessary in
the classroom and how a college campus can create a veteran friendly environment
(Whalen, 2013).
Some colleges have recognized the need for additional support to student veterans
while others continue to think they will fit into the traditional mainstream. Griffin &
Gilbert (2015) noted, as President Barack Obama’s goal of becoming the world’s leader
in terms of college completion by 2020, it is essential to recognize the needs of an
increased veteran population. Developing strategies that increase the probability of
veterans graduating and earning their degrees will have a positive impact on this goal
while promoting a nation of competitiveness as well as properly rewarding veterans for
their service (Griffin & Gilbert, 2015).
DiRamio et al. (2015) conducted an online survey to explore the help-seeking
attitudes of college student veterans. The survey instrument used was adapted for use
with the student veteran population. The researchers used Attitudes toward Seeking
Professional Psychological Help Scale (ATSPPHS) and modified the language to adapt to
students with military experience. The researchers asked 20 survey questions and a
sample demographic of 167 students was obtained from an estimated population of 1,800
veterans. The data was from seven public institutions, four research universities and
three community colleges, in a state located in the southeast of the United States.
Demographic data included gender, with 122 males (73%) and 44 females (26%)
represented and one participant did not indicate gender on the survey. Sixty-eight of the
participants were freshman and sophomores (41%) and 99 were juniors, seniors, or
43
graduate (59%). More than two thirds (113/68%) served in Operation Enduring Freedom
(OEF) and/or Operation Iraqi Freedom (OIF), with 54 (32%) reporting they had not
served in combat (DiRamio et al., 2015). The first finding revealed that freshman and
sophomore student veterans would be more likely to ask for help in the areas of
transition/psychological counseling than juniors, seniors or graduate student veterans.
The second finding was based on gender. A statistical analysis revealed that male
(14.3%) and female (14.2%) mean scores were statistically equal for “Student attitude
toward transition/psychological counseling and “Student attitude toward academic
counseling/assistance,” (DiRamio et al., 2015, p. 53-54). The researchers found this to be
significant because, in the forty-year rich history of research about gender and help-
seeking attitudes, females have scored statistically (quantitative studies) better and
empirically (qualitative studies) more positively than males in their attitudes toward
seeking psychological help (DiRamio et al., 2015). The researcher believed this study to
be the only study where a sample of college-age women scored statistically equal to men
in their attitudes toward seeking help. DiRamio et al. (2015) raise the question, “Why do
female college student veterans have similar attitudes toward help-seeking as their male
counterparts?” (p.54). The researchers used the second part of their study to answer that
question by interviewing female student veterans. The researchers wanted to answer the
following two questions:
1. How do these women, having served their country in war and now attending
college, deal with their transition from military service to campus? (p. 54)
2. How do their help-seeking attitudes differ from other college students? (p. 54)
44
DiRamio et al. (2015) interviewed 13 female veterans; eight attended a public
research university located in the southeast of the United States and five were student
veterans at a similar institution located in the north central United States. Three (23%) of
the 13 interviewed served in combat and six (46%) were deployed to Iraq or Afghanistan.
The female veterans served in different branches of the armed forces (six women served
in the Army, three in the Navy, two in the Air Force, one Army Reserves, and one
National Guard). The researchers conducted the interviews and used data analysis to
prepare their research. DiRamio et al. (2015) identified three contexts within the military
culture and their impact on women’s help-seeking attitudes surfaced from the interviews.
The three themes arose within the military culture and the impact on females help seeking
attitudes. The three themes were responsibility, worth, and pride. The researchers
explained responsibility as female veterans having a deep-rooted sense of responsibility
to their units and their responsibility to support the reputation of women in the service.
Females also expressed added self-imposed pressures or obligations to represent their
gender to gain impartiality and advancement in the male-controlled military (DiRamio et
al., 2015). The researchers described worth as the female veterans experience with the
military culture especially during times of conflict and their status in the military. The
researchers described pride as females acknowledging that asking for help could be seen
as a sign of weakness (DiRamio et al., 2015).
DiRamio et al. (2015) recommend that colleges be more effective and attempt to
learn more regarding the military experiences of veterans in college. The researchers
hoped their study’s findings would provide useful information for developing supports
and services that ensure a better transition for student veterans, including women
45
(DiRamio et al., 2015).
Adult transition theory. Several researchers have used Schlossberg’s (1981)
transition theory and the various models to contextualize data they have gathered
regarding veterans and their transition into college.
DiRamio, Ackerman, and Mitchell (2008) conducted a qualitative grounded
theory study with 25 OEF/OIF veterans using purposeful sampling. The participants
were six women and 19 men. The 25 participants were full time students from three
demographically diverse colleges and served in Iraq and Afghan wars between 2003 and
2007. The researchers conducted semi-structured interviews. They completed this study
to get an understanding of veterans’ experiences to improve student success. They also
used the theoretical framework of Schlossberg’s adult transition theory (DiRamio, et al.,
2008). The theory would guide the study and provided direction regarding the transitions
of student veterans (Goodman, Anderson, & Schlossberg, 2006). Through semi-
structured interviews, 16 themes emerged. The researchers applied the 16 themes to
Schlossberg’s (1995) three-phase model, moving in, moving through, and moving out.
The results provided guidance to higher education professionals. Suggestions included
using a holistic approach, providing an orientation specifically for veterans, designated
college contacts for veterans (counseling, academic advising, financial aid, faculty,
disabilities services, and student organization). The authors specifically mentioned
female veterans because of their increasing numbers and the subthemes, such as financial
strain and sexual violence that arose through the review of the participant’s interviews
(DiRamio, Ackerman, & Mitchell, 2008).
46
Rumann (2010) conducted a phenomenological study concentrating on veterans
that reenrolled into a 2-year college following deployment. The researcher used
purposeful sampling to select the participants and the two community colleges selected as
the sites. Three semi structured recorded interviews took place with six veterans. Five of
the participants were male and one female. Rumann (2010) used Schlossberg’s (1981)
transition theory as the theoretical framework to design interview questions. The study
focused on returning to college, utilizing Schlossberg’s (1988) 4Ss model: self, situation,
support systems, and strategies. The coding process resulted in four main themes:
negotiating the transition, interactions with others, reestablishing personal identities and
changes in maturity. Rumann (2010) utilized prolonged engagement, member checking,
and peer debriefing to provide credibility and reliability to the study. Low number of
participants, finding participants and the researcher’s perceived bias as a non-veteran
with a non-military background limited the study. Rumann’s (2010) suggestions for
future research included interviewing a variety of groups of veterans not just re-enrolled
but also student veterans with disabilities, women veterans, veterans at private
institutions, those enrolled in for-profit institutions, and the use of Schlossberg’s (1981)
adult transition theory in regards to understanding the transitions of college students.
Wheeler (2012) conducted a qualitative case study focused on the transition
process experienced by veterans leaving military service and attending community
college for the first time. Wheeler (2012) applied Schlossberg’s (1981) theory of adult
transitions in the study to help understand the transition process of veterans as first time
college students. Three themes emerged using Schlossberg’s theory when interviewing
the veterans. They were academic experiences, personal relationships or connections,
47
and VA benefit bureaucracy. Non-proportional quota and snowball sampling were
methodologies used to obtain nine participants in semi-structured interviews at a
community college in upstate New York, which had a high veteran enrollment.
Wheeler’s (2012) findings suggested the following support for veterans:
• The need to create a specific office to serve the needs of the veterans.
• The development of transition programs that would facilitate the move from
military to civilian life.
• Creation of family programs that lead to a support network and an
understanding of military experiences.
• The intentional creation of locations/areas in which veterans can congregate
and connect.
• An orientation specifically designed for veterans.
• Faculty and staff training
• Promote opportunities for connection to the campus.
• Demonstration of appreciation towards the veteran population.
Ryan, Carlstrom, Hughey, and Harris (2011) used the Schlossberg model and
applied it to veterans transitioning to college. They utilized the model to develop
questions academic advisors could ask to determine the quality of the veterans’ transition
to college. Ryan et al.(2011) also stated, the goals of advising from the Schlossberg’s
4Ss theory perspective, are achieved by helping students gain a greater sense of control
and hopefulness about making academic transitions (situation), developing academic
motivation, identity, and skills (self), building, identifying, maintaining, and utilizing
support networks (support) and developing and employing effective coping skills
48
(strategies). This approach has given faculty and staff an opportunity to assess veterans
and decide the best way to advise them for success. Ryan et al. (2011) continued to say,
each veteran is different and it is important to know the motivation behind a student
veteran’s quest for a college degree. Understanding a veteran’s personal plan, event, and
circumstance will help colleges know how they feel about being a student, if they see it
as temporary and if they currently have the support systems. College professionals can
apply the 4Ss model to develop a baseline of information about veterans in order to
provide the support they need to be successful in college (Ryan et al., 2011).
Chapter Summary
The literature review comprised in-depth research articles and studies that focused
on the veteran population, the history of females in the military, female veteran
characteristics, academic outcomes of veterans, exposure to combat, mental health issues,
military sexual trauma, female veteran homelessness, veterans’ transition to college, and
adult transition theory.
Much of the data concluded that additional research is needed as it relates to
gender differences. Female veterans face many challenges post deployment. Using
Schlossberg’s (1981) transition theory the researcher will focus solely on female veterans
and their transition experience into college and use this study to further the research on
female veterans.
This qualitative study will provide an overview of the design and methodology
used to develop findings and recommendations that will further the research of female
veterans transitioning to college.
49
Chapter 3: Research Design Methodology
Introduction
Chapter 3 includes a review of the research and design appropriateness, research
participants, and data collection and analysis. The female veteran population continues to
increase and many of the veterans are utilizing their Post-9/11 GI Bill educational
benefits when they are discharged from the military (National Center for Veteran
Analysis and Statistics, 2011). This study focused on the female veteran’s transition
from the military into college. Female veterans bring with them not only their individual
experiences but also unique challenges and problems. Colleges need to be in a position
to provide the necessary support to female veterans as they make this transition into
higher education.
The problem is there is little research regarding the transition of female veterans
from the military into college. The following research questions were used to focus on
the female veterans’ transition experience into college.
1. What personal characteristics did the female veteran use when deciding to go
to college?
2. How did the female veterans’ personal situation influence their transition into
college?
3. What support services did the female veteran find in the transition to college?
4. What coping strategies did the female veteran use during their transition into
college?
50
The purpose of this qualitative study was to examine the transition of female
veterans enrolled full time who have completed at least one year of college and are
receiving GI Bill benefits. A phenomenological approach was used to interview and gain
an understanding of the lived experiences of the female veterans (Creswell, 2013). The
researcher studied the phenomena of the female veterans’ transition from military to
college by focusing on four components, themselves, their situation, support that they
may have, and their coping mechanisms as informed by Schlossberg. The intent of this
study was to study the veterans’ transition, analyze the findings and use my knowledge to
develop recommendations for colleges to support female veterans during this transition.
Research Context
The research took place at a college in the northeast area of the United States that
has been serving students for over 80 years. It is a diverse private college with multiple
locations and has over 4,500 students. The majority of the students are females. Most
undergraduate students attend full time and most graduate students attend part time.
Research Participants
Once approval was granted from the College’s Institutional Review Board (IRB)
the researcher worked with an associate in the Veterans Office to identify female veterans
for the study. The researcher provided the associate with information about the study and
contact information and the associate emailed the information to female veterans to seek
participants. The researcher went onsite and spoke with the Student Veteran Association
(SVA). The majority of the students attending the SVA meeting were males; however,
they mentioned the study to their female veteran friends. After realizing it was not going
to be easy to find participants to meet the original specific requirements (female combat
51
veterans, full time bachelor degree seeking students in their second year and receiving the
Post-9/11 GI Bill) the researcher modified the participant criteria. The new criteria was
modified to female veterans enrolled in college who completed at least one year of
college and were receiving veteran benefits. After utilizing snowball sampling, the
researcher found and began interviewing participants. Participants contacted the
researcher directly to schedule either an onsite interview or a phone interview (Smith,
Flowers, & Larkin, 2009). Three participants were interviewed face-to-face and five
were interviewed over the phone. The researcher used the interviewing process protocol
to set the stage of the interview (Appendix A). Notes and all interview materials are
locked in a safe at the researcher’s home to ensure their security for 3 years. Audio
recordings and transcribed data are stored in password-protected cloud storage and will
be kept for 3 years following the interviews.
The population consisted of eight female veterans. The female veterans
represented different branches of the military: four Army, two Marines, one Air Force,
and one Coast Guard. Ages of the participants ranged from 28 to 51. All were receiving
veteran benefits, seven are/have received the Post-9/11 GI Bill, and two were receiving
Vocational Rehabilitation. The Post-9/11 GI Bill went into effect August 1, 2001 and is
for individuals who have received an honorable discharge from the armed forces and
have at least 90 days of aggregate service, or discharged with a service-connected
disability after 30 days since September 11, 2001. They are entitled to financial support
for education and housing (U.S. Department of Veteran Affairs, 2015a). Vocational
Rehabilitation benefits are for veterans who are honorably discharged and have a service-
connected disability rating of at least 10% from the VA (U.S. Department of Veteran
52
Affairs, 2015a). A VA rating is determined based on the severity of the disability and
ranges from 0% to 100% in 10% increments (U.S. Department of Veteran Affairs,
2015a). Six of the female veterans are enrolled in an undergraduate program pursuing
their bachelor’s degree and two are enrolled in a graduate program pursuing their
master’s degree. All of the female veterans had transfer credits transferred in from other
colleges or military experience that was accepted for credit. Four of the female veterans
deployed to either Iraq or Afghanistan, one deployed outside of the United States, and
three remained in the United States. The average enlistment time was 5.74 years. Three
of the female veterans were married, two were divorced, and three were single. The
following profiles briefly describe each participant of the study.
Participant 1. Participant 1 is a 28-year-old Black combat veteran who served in
the Army and continues to serve in the Army Reserves. She enlisted in 2009 and
deployed to Afghanistan in 2012 for Operation Enduring Freedom (OEF). Her
deployment was approximately one year. In 2014, she left active duty and joined the
reserves. She is single with no children. Participant 1 receives the Post-9/11 GI Bill
education benefits to attend college. She is studying for a Bachelor’s Degree in Criminal
Justice. When she started her bachelor’s degree, she transferred over 70 credits from
other colleges.
Participant 2. Participant 2 is a 31-year-old Hispanic veteran who served in the
Army from 2005 to 2011. During her active duty, she deployed to Germany for 3 years
and Korea for approximately two years. She is divorced with one child. Participant 2
receives the Post-9/11 GI Bill education benefits to attend college. She is studying for a
53
bachelor’s degree in Information Systems. When she started her bachelor’s degree, she
transferred close to 30 credits from other colleges.
Participant 3. Participant 3 is a 35-year-old Black combat veteran who served in
the Marines. She enlisted in 1999 and deployed to Iraq in 2003 for Operation Iraqi
Freedom (OIF). Her deployment to Iraq was approximately five months. She is divorced
with two children. Participant 3 receives the Post-9/11 GI Bill education benefits to
attend college. She is studying for a bachelor’s degree in Health Services. When she
started her bachelor’s degree, she transferred 12 credits from other colleges.
Participant 4. Participant 4 is a 24-year-old Black veteran who served in the
Army from 2010 to 2014. During her active duty, she did not deploy outside of the
United States. Participant 4 grew up in a military household, both of her parents served
in the Army. Her father remains in the army on active duty. She is single with one child.
Participant 4 receives the Post-9/11 GI Bill education benefits to attend college. She is
studying for a Bachelor’s Degree in Business Administration. When she started her
bachelor’s degree, she did not have any transfer credits.
Participant 5. Participant 5 is a 44-year-old White combat veteran who served in
the Army. She enlisted in 2001 to 2007 and deployed to Iraq in 2004 for Operation Iraqi
Freedom (OIF). Her deployment to Iraq was approximately 15 months. She is divorced
and remarried with two older children. Participant 5 receives the Post-9/11 GI Bill but
recently received Vocational Rehabilitation education benefits to attend college. She
graduated with an associate’s degree in Information Systems, a bachelor’s degree in
Health Services and just completed her M.B.A. in April 2016. When she started her
54
bachelor’s degree, she transferred the majority of her credits from her associate’s degree
from another college.
Participant 6. Participant 6 is a 37-year-old Black combat veteran who served in
the Air Force. She enlisted in 1999 to 2011 and deployed to Iraq in 2005 for Operation
Iraqi Freedom (OIF). Her deployment to Iraq was approximately four months. Then she
deployed to Kuwait for six months. She is single with two older children. Participant 6
received the Post-9/11 GI Bill education benefits to attend college. She recently
graduated with her M.B.A. There were no transfer credits towards her master’s degree.
Participant 7. Participant 7 is a 51-year-old Black veteran who served in the
Marines. She enlisted in 1988 and medically discharged in 1990. Participant 7 did not
deploy outside of the United States. She is single with four children. Participant 7
receives Vocational Rehabilitation education benefits to attend college. She graduated
with an associate’s degree in Psychology and enrolled for her bachelor’s degree in
Criminal Justice. When she started her bachelor’s degree, she transferred the majority of
her credits from her associate’s degree from another college.
Participant 8. Participant 8 is a 31-year-old White veteran who served in the
Coast Guard from 2005 to 2010. She worked on a shipping vessel in international
friendly waters, but did not deploy to at risk areas. She is married to her wife of three
years with no children. Participant 8 receives the Post-9/11 GI Bill education benefits to
attend college. She just completed her bachelor’s degree in Health Services. When she
started her bachelor’s degree, she transferred in approximately 80 credits from other
colleges.
55
Table 3.1 Characteristics of Participants
Characteristic Data Number of Participants
Age: 20-29 30-39 >40
2 4 2
Ethnicity:
Black White
Hispanic
5 2 1
Marital Status:
Single
Married Divorced
3 3 2
Military Branch:
Army
Marines Air Force
Coast Guard
4 2 1 1
Years Enlisted:
2-4 years 5-8 years 9-12 years
4 3 1
GI Bill Benefits:
Post 9/11
Vocational Rehabilitation
6 2
Degree of Study:
Bachelor’s Master’s
6 2
Individual interviews were scheduled and the female veterans were assigned a participant
number in order to protect their anonymity. The researcher used the assigned number to
identify the participant for the remainder of the study. Each participant completed an
Informed Consent Form that the St. John Fisher College Institutional Review Board
(IRB) approved (Appendix B). The participants interviewed over the phone signed and
emailed the consent form back to the researcher. The Informed Consent Form explained
56
the process and the study as well as their role as a participant. The form confirmed the
participant’s willingness to participate and ability to withdraw from the study at any time.
The researcher was the interviewer. The researcher conducted over the phone
interviews and in person one-to-one interviews at the campus the female veteran
attended. Each interview was approximately 45 minutes to 1 hour. Interview questions
focused on the female veteran’s transition into college.
At the end of the interview, the researcher gave or mailed each participant a $25
American Express gift card for travel expenses and time. One participant wanted her $25
to go to another female veteran; the researcher sent it to another participant who had
already received a $25 gift card.
Instruments Used in Data Collection
The researcher conducted eight qualitative interviews at the attending campus of
the female veterans and over the phone utilizing structured questions (Appendix C)
(Creswell, 2013). Each participant completed a demographic information form that
included age, marital status, military branch, enlistment dates, deployment dates, veteran
benefits, program of study, and enrollment dates at the college. The interview was semi-
structured and the female veterans were asked 15 questions. The researcher digitally
recorded each interview using a Sony MP3 recorder and downloaded it to the
researcher’s computer. Once the recorded interview was downloaded to a password
protected file, the researcher immediately deleted it from the recording device. The
structured qualitative interview questions focused on the female veteran’s transition into
college (Creswell, 2013).
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Data Analysis Procedures
The researcher digitally organized the eight interviews and had them transcribed.
The transcripts were reviewed and the researcher validated the information. Creswell
(2013) states, “qualitative validity means that the researcher checks for accuracy of the
findings by employing certain procedures” (p. 201). The researcher used the following
validity strategies: member checking, rich thick descriptions, clarity of researcher bias,
and peer debriefing. The interviewer conducted peer debriefing with a female veteran
with over 28 years of military experience who recently retired as a Command Sergeant
Major. The Command Sergeant Major will be attending college in the fall utilizing her
Post-9/11 GI Bill. The researcher employed the Command Sergeant Major’s military
experience to validate the coding process and the reliability of the identified themes. The
researcher organized, reviewed, and carefully dissected the transcripts word by word
using comments in Microsoft Word. The researcher extracted the comments and put
them into Microsoft Excel to begin the data analysis/coding (Creswell, 2013). Data was
reviewed repeatedly, line-by-line to develop an overall understanding of the participants’
experience during their transition to college (Creswell, 2013). The researcher used the
transcriptions to describe, classify, and interpret data into codes and themes. The themes
established an overall understanding of the phenomenon occurring during the female
veteran’s transition into college (Creswell, 2013). The researcher used Microsoft Excel
to count the frequency of themes identified in the interviews. This process assisted with a
consensus among the participants and aided in the coding process.
Once the researcher segmented the data into appropriate themes of meaning the
transformation process began transforming the participants’ responses and language into
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more abstract terms that allow for the components of the experience to be compared
across all of the participants (Creswell, 2013). The researcher used the final themes and
prepared a narrative summary of the essential elements of the transition phenomenon into
college across participants. This structure represents the heart of the experience of the
phenomenon of transition and makes up the findings of the study.
Summary
The researcher’s findings presented in Chapter 4 represent the voices of the
female veterans and their transition into college. The analysis in Chapter 4 utilizes the
theoretical framework of Schlossberg’s (1981) transition theory.
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Chapter 4: Results
This study examined the transition of female veterans into college. The
researcher used Schlossberg’s (1981) transition theory, the 4Ss model, to have a better
understanding of the female veteran’s transition into college. This chapter begins with an
overview of the research questions, followed by the data analysis and major findings, the
identification of themes and a brief description of each participant. The conclusion will
summarize and explain how the findings addressed each research question.
The female veteran’s military branches may have been different but what they
experienced during enlistment and when they transitioned into college were very similar.
The researcher will use the voices of the female veterans throughout this chapter to
demonstrate a clear understanding of what the female veterans experienced.
Research Questions
1. Chapter 4 presents the findings of the study by addressing the research
questions: What personal characteristics did the female veteran use when
deciding to go to college?
2. How did the female veterans’ personal situation influence their transition into
college?
3. What support services did the female veteran find in the transition to college?
4. What coping strategies did the female veteran use during their transition into
college?
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Data Analysis and Findings
This chapter provides themes and categories centered on Schlossberg’s (1981)
transition theory using the 4Ss model (self, situation, support, and strategies for coping)
to examine the female veterans’ transition into college. The purpose of the interviews
was to identify themes shared by participants about the phenomenon of transitioning from
the military into college. From February 2016 to April 2016, the researcher conducted
eight semi-structured interviews either in person at the college where the female veteran
is attending or over the phone. The participants signed the approved consent form as
required by the St. John Fisher College (SJFC) Review Board (IRB). See Appendix B
for SJFC IRB approval.
An inductive approach was used to observe a number of instances in order to say
something general about a group of instances (Creswell, 2013). The researcher began to
see initial patterns emerge from the interviews. A data driven coding process was
utilized, where the researcher starts out without codes and develops them through the
reading of the transcripts. (Creswell, 2013).
Identification of themes. The researcher had each interview transcribed by a
professional third party transcription company and then thoroughly analyzed each
transcript line by line, extracted key statements, and put them into Microsoft Excel.
Again, keeping the theoretical framework in mind the researcher used Schlossberg’s
(1981) 4Ss model (self, situation, support, and strategies for coping) to group the key
statements, which also aligned with the research questions. Responses from the
interviews were coded into themes and categories and then sorted in Microsoft Excel into
appropriate tables according to the themes. Microsoft Excel was essential for analyzing
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the data for each research question and identifying the frequency of each theme. The
interviews focused on the meaning the participants have given to their lived experience of
transitioning from the military into college. In order to understand the meaning behind
their experiences, the researcher used the data driven coding technique to identify themes
discovered in the transcripts while keeping the literature review in mind. The researcher
was able to categorize the themes into five categories (individuality, lifestyle choices,
education, mental health, and support). The categories are described in Table 4.1.
Table 4.1
4Ss Connected to Categories and Description of Themes
Schlossberg’s 4Ss Model
Category and Theme
Description of Categories and Themes
Self
Individuality
This refers to the way the female veterans were identified (soldier, veteran, student) and how they see themselves. As well as how their identity was lost when they had to be silenced or tolerant of certain situations
Situation Lifestyle Choices Lifestyle Choices is a reflection of the decisions the female veteran made along the way.
Situation Education This includes education while in the military and after the military. Also includes support services, student involvement and comradery with other veterans while in college.
Support Support This refers to the support or lack of support the female veterans received during their transition.
Strategies for Coping Mental Health This includes mental health issues and unhealthy situations female veterans experienced during or after the military.
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Frequency of themes. Findings revealed a list of emerging themes, its
categories, and its frequencies, displayed in Table 4.2. The analysis and coding of 493
statements yielded the development of 39 themes. The themes were analyzed for
similarities and then grouped into the various categories. Five themes mapped to the
category of individuality, seven themes aligned to the category of lifestyle choices, 11
themes aligned with education, five themes aligned with the support category and 11
different themes fell under the category of mental health. During the interviews, the
frequencies of the themes were consistent among the eight female veterans.
The researcher intentionally added support services to the education category to
enhance the experience the female veteran had transitioning into college. The support
category is the type of support or lack of support the female veterans had during their
transition and does not include support services. For example, family support is not a
service and is described in the support category.
By keeping the support services theme under the education category the reader
will have a better understanding as it relates to the female veterans’ college experience
and their needs during the transition.
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Table 4.2
Categories and Themes (Frequency)
Category
Theme (Frequency)
Individuality
Identity (44) Self-Identity (35) Tolerant (21) Silenced (9) Military Family (5)
Lifestyle Choices Career (18) Demonstrate Success (9) Support other female veterans (8) Regret (6) No regret (2) Independence (1) Sacrifice (1)
Education Support Support Services (36) Gender Specific Services (33) Veteran Benefits (22) Comradery (22) Veteran Friendly Institution (16) Responsibility (14) College proximity (2) Finances (2) Military Education (1) Student involvement (1) Loss of time (1)
Support Families & Friends (23) Veteran Support (10) Lack of support (4) Deployed/Not deployed (3) Military support (1)
Mental Health Sexual harassment (8) Suicide (5) Alcohol abuse (4) Sexual assault (3) PTSD (2) Depression and Anxiety (2) Depression (1) MST (1) Mental illness (1) Therapy (1) Trust issues (1)
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Major findings. To conceptualize the findings using Schlossberg’s (1988) 4Ss
model the researcher related each category to one of the 4Ss. Individuality relates to self,
lifestyle choices, and education to situation, support-to-support, and mental health to
strategies for coping.
Individuality. The female veterans not only expressed how they see themselves
but also how others see them. One female veteran mentioned that she would like to keep
her military identity and student identity separate. The female veterans also expressed
that it would take them a while to stand up when ask if all of the veterans in the room
could stand. They did not want to be judged or stereotyped. Seven of the female
veterans described themselves as being compassionate, four determined, three loyal, two
bold, two goal oriented, two supportive, one stubborn, one intelligent, and one unafraid.
Several mentioned they could not connect with their femininity being in the military, that
you needed to have thick skin and not show any sign of emotion or you would be
considered weak. One female veteran stated, “I was identified as a soldier not a female.”
Several of the female veterans mentioned that they could not speak up regarding various
situations in the military because there were only male authority figures and they knew it
would not go anywhere and be a poor reflection on them. They felt “silenced” and often
times they needed to tolerate things their male counterparts did not.
Tolerance was a theme strongly identified throughout the data, not only the
tolerance used in the military but also the tolerance used in college among their peers.
The female veterans were older students with experiences far beyond the classroom.
They found themselves among a younger immature crowd in college that at times made it
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difficult not to react to the disrespectful behavior. One female veteran finally spoke out,
“Be quiet. I am trying to listen to the teacher. I’m not trying to be cool.”
The reasons why each female veteran joined the military varied. Two came from a
military family; the majority wanted a better life and an opportunity to get an education.
Education was a strong motivator among the female veterans.
Lifestyle choices. The choices the female veterans have made leave some with
regret and others with no regret. The regret that the female veterans identified was not
going to college first or sooner. They felt like they were behind all of their friends in that
regard, not only in their education, but also in their career. The female veterans
recognized their military experience did not easily translate to their work experience,
leaving them to take entry level positions even though they had other qualifications that
perhaps could not be explained or communicated in a way that an employer would
understand. This was also identified as an issue in college. While all of their friends
were graduating high school and going to college, the female veterans were enlisting in
the military. Several of the female veterans mentioned they wanted to be role models for
their children and other female veterans. They want to be successful and demonstrate
that success to others. One of the female veterans explained how she likes her
independence now as a civilian. Another female veteran explained the sacrifice she made
leaving her child with her parents while she was deployed.
Education. The themes used in the education category focus on the phenomenon
of transition into college and the resources needed to ease the transition and the feeling
the female veteran had about the college and its environment. Female veterans feel as
though they lost time by starting college later on in life. The female veterans
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acknowledged their military experience (instruction and responsibilities) could not only
translate to their career but also to the college for college credit. Much of their
instruction in the military did not equate to college credits. In selecting their college, the
female veterans considered the location and most of all that it was veteran friendly.
Veteran benefits. Each of the eight female veterans received veteran benefits for
their education. These benefits were significant in their decision to go to college. Seven
of the female veterans receive/received the Post-9/11 GI Bill and two received vocational
rehabilitation. The most significant support is the monthly housing stipend that ranges
from $3500 to $3700 a month. The female veteran must be full time and take one onsite
class to receive the housing benefit. One female veteran borrowed additional financial
aid in addition to her veteran benefits.
Support services. Several major findings were identified that could shape policy
in the area of military to college transition. The veterans suggested training more staff
regarding veteran benefits (admissions and financial aid) and providing training to the
professors that have veterans in their class. Advertise additional benefits and resources
that may be available to veterans. For example, one veteran said, “After learning about
the Vet Center I switched to free services and support groups.” Another female veteran
said, “A lot of resources people have to do the research.” The female veterans believed
additional awareness was key. Many of them spoke about the excellent job the college
does communicating to the veterans using texting and social media. However, a lot of
the information disseminated to veterans is through their Student Veteran Association
(SVA) club meetings, which meets periodically so the female veterans that cannot get to
the meetings feel they are missing valuable information. The female veterans that attend
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regularly commend the college for bringing in outside resources to speak to the veterans.
The SVA club also provided the female veterans as well as other veterans a place to meet
and discuss their military experiences. “Veterans Club is the best thing ever,” stated a
female veteran.
Gender specific support services. Many of the female veterans mentioned having
a female veteran representative in the admissions office. They would feel more
comfortable speaking to another female about their needs. One stated, “Female veterans
may feel more comfortable speaking with another female who can relate to some of their
military experiences.” Another one said, “So it might be good to have a female in the
veteran’s admissions office.” Several mentioned having a female veteran counselor on
staff that could proactively reach out to female veterans to assist with their transition. As
described by one female veteran, “Onsite proactive counseling for female veterans that
may need to speak with someone. Counselor needs to be female.” Several of the female
veterans are single mothers and explained the importance of affordable childcare. The
female veterans explained the significance of having female veteran groups with which to
sit and talk. “Most of the veteran groups include both male and female and don’t
understand the different conversations that would take place if they were separated,” said
one of the female veterans.
Comradery. Knowing the college was veteran friendly played a role in the female
veterans choosing this specific college. Many of the female veterans explained the
importance of having other veterans around them. One of the female veterans stated,
“Having a veteran in the class definitely helped.” Another said, “It is important to be
enrolled with people that would understand me now.”
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Support. The female veterans explained that their overall support came from
their family, friends, and other veterans they have met. A few of them mentioned the
lack of support from the Veteran’s Administration, especially as it related to transitioning
out of the military and becoming a civilian. They spoke about a transition program they
participated in during their final days of being in the military, but it was too much
information to comprehend. They also mentioned having so many other things on their
mind during that time. Several of the female veterans discussed the importance of social
media and being able to stay connected to their military friends as well as being part of
online veteran support groups. One female veteran said, “Female Veteran Support Group
on Facebook, Beauties in Boots provides moral support to females.”
Mental health. Many of the female veterans revealed having mental health issues
or knowing someone with military related health problems. The data aligns with the
researcher’s literature review. The problems included alcohol abuse, depression, anxiety,
military sexual trauma (MST), and post-traumatic stress disorder (PTSD). A couple of
the female veterans experienced sexual assault and all experienced sexual harassment at
one point or another during their military experience. One female veteran explained how
it took her a while to trust people again and another spoke about the dislike of being in
large crowds. One female veteran explained, “You can’t disclose mental illness in the
military. Oh, well you're not fit for combat anymore, we don't think that you should be
doing A, B, or C.” Further explaining that even if a soldier thought something was
wrong with them they could not disclose it or it would be held against them and they
would appear weak. One of the female veterans expressed how therapy has played a
major role for her as a civilian.
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Findings by question. Each of the four research questions connects to
Schlossberg’s (1981) 4Ss model. Research question 1 relates to self, research question 2
to situation, research question 3 to support, and research question 4 to strategies for
coping. The researcher has outlined each of the four research questions with the
corresponding questions used during the interviews. This will give the reader the
opportunity to gain insight into how the female veterans see themselves, their situation,
the support they have had, and the strategies they use for coping. The researcher utilized
the responses from the female veterans for the reader to have a greater understanding of
the female veterans lived experiences and how they saw their transition from the military
into college.
Research question 1 (Self). Research question 1 asked: What personal
characteristics did the female veteran use when deciding to go to college? There were
four interview questions developed to answer research question 1.
Interview question 1a. What made you want to go to college after the military?
Participant 2 explained what made her want to go to college,
The military, knowing the benefits that I get from the military for going to
college, I figured I would take advantage of them to expand my opportunities. To
be able to get a better career or start a career with a higher degree.
Participant 3 said, “My main reason was for my kids, to provide a better future for them.
I figured the only way to do that is to go back to school.” Participant 8 went to college
for a year before dropping out and then joining the military she explained her decision as,
I was not sure what I wanted to do. I was just taking the basic liberal arts courses.
After I got out, I definitely matured. I went in when I was 21. At the time, I was
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25 when I came out and I just knew I wanted to get a degree. I was not sure in
what, but coming out of the military and having the medical experience and
background of being a medic, I thought that that would probably be the best route
to go.
Interview question 1b. Describe your transition about being identified as a
student after being identified as a female veteran. Participant 1 explained,
It was very, very different. I do not know about anybody else but for me I tend to
try to separate the two. I consider my civilian life of course my personal life, for
a long time I did not have a personal life. Now I was actually able to come into
my own. Do the things that I want to do for me. That transition was difficult
because you are so used to the structure, the discipline, you do what I say and now
I had the freedom to say what I wanted to do for my life.
Participant 2 said,
In the beginning, just the transitioning into the civilian life was hard enough. I
was in the military for 6 years so I was already used to a certain way of life.
Being outside of the military, starting this whole new life at first I felt a little lost
but going back to school actually helped me get myself back together I'd say and
it gave me a guide in something to look forward too. The transition was actually,
it was pretty good. It was not as bad as I thought it would be to go to school. Into
the civilian life, it was a lot harder than going to school.
Participant 3 shared,
When I first started college, I stayed to myself. I went to my classes, and then
went home. Came to school, went to classes, went home, that was it. Never was
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involved in any groups, school activities, or anything until recently. I have been
in the SVA for, maybe my second year. Once I am there, I feel more comfortable,
because I am surrounded with others that understand where I am coming from.
We have been in the same, how can I say it, we understand each other. It is
different than when you are in a classroom setting with other people that have not
been in the military. The way we speak, or the way we conduct ourselves.
Participant 4 noted,
I guess an adjustment. Just as the same concept of being in the military, things
are like, straight away; everything is uniformed. In this environment, it is not, not
to say that the school is disorganized or anything like that but in a classroom
setting, it is more relaxed. It is not someone yelling at you or trying to hold your
attention for as long as possible, and if not, there is some repercussions behind it.
Here, it is as if you can be relaxed, just a little bit, that is where the adjustment
falls into place. That was my biggest adjustment, finally getting to unwind, I
guess.
Participant 8 described her transition experience,
Yeah. Coming out of the military, just in general, your mindset or my mindset, at
least, was almost you are nervous, you are scared. You come back to the world
you had been in, but you are a completely different person coming out of the
military. It was almost the same feeling I got when I first joined, going from
civilian to enlisted military. It was somewhat weird. It was almost as if we had
been in a time capsule and here is what has been going on when you are in. I was
definitely a little nervous coming out. I did not realize how much responsibility I
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had in the military, but at the same time, many things were done for me, people
told me where to eat, where to sleep, where to live, what to wear. There was a
sense of freedom in that because I did not have to think about those things. I
think, too, the normal person, especially if they have never been in the military,
they would look at that as you had no freedom, but it felt the opposite way.
Getting out and having to do everything on my own, again and find out how to
register for school and the costs and everything like that, it was definitely difficult
at times. I knew that I wanted to get out. I knew I did not want to make a career
of the military and I knew I was ready to go back to school.
Several of the other participants also expressed the structure in the military compared to
the structure of being a civilian and a student.
Interview question 1c. What personal attributes contributed to your decision?
Many of the attributes the female veterans recognized was determination and wanting a
better life for their family as well as a good career. Participant 1 explained:
At the time, I was going to college and trying to take a few classes but I had three
jobs and have always been a go getter. It’s like I grew up this way and I don’t
want to make the same mistakes as my parents or my family members so just
looking at them pushed me forward.
Participant 5 simply stated, “My goal to want to achieve things. I like to set goals and I
have a bucket list and my MBA was one and my doctoral degree was just added to it.”
Participant 3 explained her attributes were,
I wanted to do it! I am at the point now where I am not ready to give up. Yes, I
did say my children, but, to provide more for my kids, I know it starts with me.
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To provide a better future for them. In addition, I am over 30 years old, but I
wanted to teach them it is never too late to finish school regardless of what age.
Participant 6 explained being a role model and stated, “I think when you want to tell your
kids that higher education is important then you need to make sure that you can
complete that as well. They cannot mirror something they have not seen.”
Interview question 1d. After completing a year of college, how do you feel now
about the decision you made? Many of the participants were happy with the decisions
they made. A lot had to do with the location of the college. One participant second
guessed the timing of going back to college since she is a single mother with a young
child. Participant 1 said, “I’m extremely happy. I knew it was going to be hard which it
was but I’m getting closer to that goal.” Participant 2 expressed,
I feel great. I feel like it was probably the best decision I ever made and I do not
know why I did not do it before. I do know why it's just I regret waiting so long
to get my education.
Participant 5 saw the value of her education and explained, “Getting my bachelor's degree
has given me a promotion at work and I'm looking at another promotion afterwards with
my MBA.”
Research question 2. Research question 2 asked: How did the female veterans’
personal situation influence their transition into college? There were three interview
questions developed to answer research question 2.
Interview question 2a. What made you select this college? Most of the female
veterans mentioned they chose this particular college because it was veteran friendly,
another appreciated the one on one attention she received from the very beginning and
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how the college showed the students an academic roadmap to graduation. Other reasons
for choosing this college included proximity, overall veteran support and the helpfulness
from the military staff employed at the college that are part of the admissions process.
Participant 1 shared,
My best friend actually went to this college and she spoke to me about possibly
coming here because she remembered the veterans here at school. Then I looked
it up and I actually came into the interview with the career counselor and made
my choice from there. I need to find a community where I felt comfortable and as
soon as I was back in school, I felt like I was back in the barracks hanging out
with my battle buddies.
Participant 2 was pleased to learn the college accepted the majority of credits she had
from another college and her military experience. She explained,
Another reason was that, like I said, military friendly, I knew they were going to
take all of my credits. Not every college does that. They took my military
credits. They took the credits from my previous college. Everything that I had,
they took most of it.
Interview question 2b. Knowing what you know now, is there anything you
would have done differently? Many of the female veterans’ responses echoed Participant
2 who said, “Knowing what I know now, definitely would have started coming to school
as soon as I got here 2 years ago. Probably would have been done with my degree right
now.” There was some regret waiting to go back to school and complete their degree.
Participant 3 explained,
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Yes, when I first got in, maybe interacting with people more. Joining clubs,
because now being that I am at the end of, this is my last year, it is many things. I
am like, “Oh, I could have done this, I could have done that,” as far as with the
different clubs.
This was also a common response among the female veterans. Many wished they got
more involved as a student earlier on when they first started at the college. A couple are
very involved in the SVA club now and expressed how valuable it has been.
Interview question 2c. What will a college degree do for you? The response for
this questioned varied among the female veterans. Participant 4 mentioned owning her
own business one day, Participant 6 wants to continue her education and get her master’s
degree and Participant 7 will receive a promotion from graduating with her masters and
she too wants to continue her education and obtain a doctoral degree. All of the female
veterans acknowledged the value of an education.
Research question 3. Research question 3 asked: What support services did the
female veteran find in the transition to college? There were four interview questions
developed to answer research question 3.
Interview question 3a. What have been your sources of support since beginning
college? All of the female veterans said that their greatest source of support was their
families. The college has played a significant role as a support system for the female
veterans. Other support included the SVA club and having opportunities to be with other
veterans as well as the professors and administration. Participant 2 shared the following,
When I first got here, it was just my family that was my support system. I did not
have any friends out here. I was just going through a divorce so my family was
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able to just be there for me as much as they could, but at the same time that was a
little bit overwhelming because they had their own issues. I felt like I was dealing
with my own issues as well as theirs. Just like, they were dealing with their own
issues as well as mine. Yeah, it does get a little bit overwhelming and I figured I
would make some friends. Definitely when it comes to support systems, I would
have to say my family and the veterans in the school. Everybody in the veteran's
club, they all have been such a wonderful support system.
When I first came to the school, I was actually going through a major
depression and anxiety issue due to my divorce and everything. Not just the
divorce, it was just the change. I was sleeping on a couch with my son in the
middle of the projects. It was very frustrating trying to get acquainted and
everything. Trying to get my son back on track. Yeah, it was stressful. During
my first semester, I was dealing with it. It was not until last semester, which is
my third semester that I started going to the veteran’s club and meeting new
people and ever since then it has been a 360 change in my life.
They have shown me that they are there. They are friends. They are good
friends. They build you up when you need a friend to be there and to give you the
advice. Friend to friend advice as well college advice and things like that, so
definitely you know the veterans over here in the school from the veterans club.
Professors, I cannot even begin to express how thankful I am for many of the
professors that I have had throughout this year. Wonderful professors. They
really look out for many of the students.
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From the very beginning. One thing that I really do like about this school
is that they always do a luncheon for the veterans in the beginning of the semester
and they have different speakers. They have speakers from the VA hospital.
Speakers from the VA center down the street. They have speakers from other
programs and services. That is a wonderful thing because that is how I found out
about the Vet Center. At the time, I was actually going to the veteran’s hospital
and I was seeing a psychiatrist and a therapist for my depression and anxiety.
The researcher used the long narrative from Participant 2 to demonstrate the various
needs of support and the many challenges a female veteran could encounter during her
transition into college.
Interview question 3b. Are there any services for veterans you feel the college
should have that do not currently exist? Participant 1 explained the importance of the
female veterans regaining their femininity. She expressed, “You have people coming
from all different walks of life and we lose our femininity when we’re in there. I don’t
care if it is an etiquette class we just need something to help bring us back.”
A few of the female veterans talked about how structured the military was and
how they had a difficult time adjusting when they went to college since they were
responsible for managing their own time now. Participant 4 explained, “You have no one
to answer to, no one to give you plans, no plan book, there's no what ifs, if this happens
then do this. There is no instructions to this.” She suggested having an opportunity to
express some of their transitional concerns from the very beginning. Many of the female
veterans felt they were automatically stereotyped with certain disciplines since they had
been in the military. However, with the lack of structure and the burden of responsibility
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on them they were not always able to translate those disciplines to their educational
setting. “Assumptions should not be made just because someone was in the military,”
said Participant 8.
Many of the female veterans felt favorably about what the college was doing to
support veterans, but felt awareness about what is available was lacking. Many
expressed the importance of social media as a means of communication for the college.
The college created a veteran group on Facebook and the delivery of information has
improved. Participant 7 mentioned, “They have this automatic text line where they send
out messages to the veterans at the school now and they're always posting things on
Facebook.”
The female veterans pursuing their master’s degree experienced a military advisor
that needed more training about military benefits. Participant 6 explained, “You had to
basically walk them through the entire process, which seems off to me considering that
you all have these great military programs that you want people to be using.”
Interview question 3c. Are there services at the college that should be gender
specific? When the female veterans were asked several of their original responses were
“no,” but then after thinking about it they thought of some services that should be gender
specific. Participant 1 explained,
I am single yes, but I know many of the female veterans transitioning out of the
military at the time were single parents and that is a hard transition for them. I
think just for women in general we tend to fight a good fight with the men so we
try not to show as much emotion. I do believe that we need a little bit more of
those programs geared towards us like allowing us to be able to be women again.
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Support groups was discussed among a couple of the female veterans. Participant 5
shared,
I think they should have some groups for female veterans to get together where
they can sit and talk. I have gone to a couple support groups but they are mostly
male and what you want to talk about and what they are talking about are two
different things. We see war and military as a different experience than the guys
do, so it would be nice to meet with females who have been in that situation. We
have a group of us on Facebook that we have our own private conversations.
Participant 8 spoke about the administrative support for veterans and how there should be
a woman figure in that role to support female veterans. Participant 8 further explained by
saying,
There is sensitivity for female veterans and I am sure, because you are researching
this, you have come across the military sexual trauma (MST) cases. I think just in
general, for those veterans, that there needs to be a woman figure in those offices
or on campus, even if they are not the head of the program. The veteran
representative in the colleges, the majority of the ones that I went to, were all
male-based. To see a woman in that role I think would definitely help MST
victims to go in and actually ask for help and not be so intimidated walking into a
room full of other vets. The reason that many female veterans have MST is
because it is fellow military members. I think that would be a good change for
the college and their veteran’s office.
Participant 5 expressed the need for proactive support for female veterans, she explained,
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Females go through a wide variety of emotions along with all the different jobs
they are trying to do at the same time. Then you have to worry especially about
the women with PTSD and the amount of suicides that we have going on. It is
hard because they feel like they do not have anybody to talk to. There is no
centers for anybody to talk to, especially for the female vets.
Participants 1, 2, 7 and 8 talked about the importance of childcare and having access to
those kinds of resources while in college. “I haven’t heard of any type of programs that
the veterans have for child care” stated Participant 8. Participant 7 suggested, “Maybe
we could put together something where someone that is qualified could sit with the
children while the students are taking exams, finals or whatever if they don't have a sitter
there would be something.”
Interview question 3d. Did your GI Bill Benefits play a role in your decision to
attend college? All of the female veterans recognized their GI Bill benefits have played a
role in returning or going back to college after the military. Participant 2 shared,
There are other services as well like the Yellow Ribbon, which you can also apply
for and use. Helps you out if you do not have enough on the GI Bill. Also
Vocational Rehab. They can pick up where the GI Bill left off if you run out of
the GI Bill as long as you apply a head of time for a vocational rehab that is
exactly what they do. I know that I will be fine up until I am done with my
degrees.
Because of the high housing stipend in the northeast, several of the female veterans were
able to quit their full time jobs to go to college full time.
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Research question 4. What coping strategies did the female veteran use during
their transition into college? There were four interview questions developed to answer
research question 4.
Interview question 4a. Has your military experience assisted in your transition to
college? If so, in what way? Participant 1 explained,
Yes of course. I have always been a very driven person. They are always drilling
that into our heads. The fact that we actually have the benefits have made it
easier. That made decision so much easier to go back to school and not just hold
on to all those credits and do nothing with them.
Participant 3 shared,
Being that I was in the Marines, and it is mainly males, it did help me cope with
being in certain classes. The SVA, predominately males, is easy, I do not get
offended. Certain comments that they make, I do not get offended easily. I am
used to being around males and the things they say, it does not bother me. I do
not take things to heart. Being in the military and having that rank of a NCO
(Non Commissioned Officer) has helped in certain classes, or certain projects. I
am able to take on the leadership role.
Several of the female veterans expressed they are more patient now and will tolerate
much more since they learned to keep their mouths shut in the military.
Interview question 4b. What advice would you give other female veterans
thinking about going to college? All of the female veterans said they would encourage
other female veterans to “go for it.” Participant 2 advised,
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Just do it! Do it, do not waste any time. Education is such a powerful tool to
have in life. It has helped me a lot throughout this whole process. Just do not
waste any time. Do it, and do it fast. Run, just make it to the finish line and stay
focused until you are done.
Participant 8 gave the following advice for other female veterans,
There was a lot of incorrect information that I was given from even the VA reps at
the school. I would tell them trust what the VA reps says but also do your
homework. The best advice I got, of course, was word-of-mouth from other
veterans. I would say to do your homework and research what you are entitled
too.
Interview question 4c. What has been positive about your transition and what has
been negative? The positive aspects of the female veterans included, being enrolled in an
accelerated program and catching up to their peers outside of college, making new friends
and meeting other veterans, the financial benefits, confidence to speak to anyone, and the
overall college experience. The negative aspects of their transition were not socializing
when they first started college, being tolerant of other students, the fear of change, and
adapting to a new environment. Participant 1 shared,
It made it hard because I did not know how to navigate through the crowd,
through the language, the people, everything. No matter what you do, it does not
prepare you for civilian life. When you come back to school it is as if you are
literally thrust right back a classroom with all these crazy disrespectful people and
these kids, adults that have no regard for their lives or other people’s lives. That
part of the transition, just sitting in the classroom with people that are so much
83
younger than I am at least 10 years, it was hard not to get up and discipline every
single person in there. I had to choose my battles. I had to learn when to sit down
and allow the teacher to be the teacher.
Interview question 4d. What will you do to ensure you graduate? The female
veterans all said they are determined to graduate. Several mentioned again that they
waited too long and now it is time to finish.
Summary of Results
Chapter 4 presented the research questions that guided this qualitative
phenomenological study. It also presented the data gathered by the researcher in
conducting semi-structured in-depth interviews with eight female veterans of a college in
the northeast United States. The participants provided meaningful and vibrant
descriptions of their experiences not only in the military but also during their transition
into college. The researcher characterized common themes into five major categories,
which included individuality, lifestyle choices, education, support, and mental health
issues. The eight female veterans' responses provided their individual unique
perspectives, and gave rich and detailed descriptions of their lived experiences related to
the military and their transition into college. The researcher mapped Schlossberg’s
(1981) transition theory, 4Ss model, to each of the five categories to enrich the readers
experience by seeing how the female veterans saw themselves (self), discussed their
situation, expressed their support, and the strategies they used for coping.
Chapter 5 will provide analysis of the findings and propose recommendations to
further the study.
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Chapter 5: Discussion
Introduction
The purpose of this phenomenological study was to understand the transition of
female veterans into college and to fill the current gap in the literature. The passage of
the Post-9/11 GI Bill, which went into effect August 1, 2009, was the largest change in
military educational benefits since the GI Bill of 1944. The passage of the Post-9/11 GI
Bill is what caused the increase of veterans in colleges today (O'Herrin, 2011). This
study used a phenomenological approach to focus on the phenomenon of “transition.”
Schlossberg’s (1981) transition theory was used as the theoretical framework
through which the analysis was conducted. The researcher used Schlossberg’s (1981)
4Ss model to develop the four research questions. The 4Ss examine self, support,
situation, and strategies for coping. The four research questions for this study were:
1. Self - What personal characteristics did the female veteran use when deciding
to go to college?
2. Situation - How did the female veterans’ personal situation influence their
transition into college?
3. Support - What support services did the female veteran find in the transition to
college?
4. Strategies for Coping - What coping strategies did the female veteran use during
their transition into college?
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The researcher associated the 4Ss with five major categories that surfaced after the data
driven coding was completed. The five major categories include individuality (self),
lifestyle choices and education (situation), support (support), and mental health
(strategies for coping). Individuality refers to the way the female veterans were identified
(soldier, veteran, student) and how they see themselves. The researcher paid special
attention to the “lost identities” or the “silenced identities” of the female veterans. This
was done as a means of survival but one that has to be revived in order to thrive as a
civilian. Lifestyle choices is a reflection of the decisions the female veteran made along
the way. Education includes education while in the military and after the military.
Education also includes support services, student involvement, and comradery with other
veterans while in college. Support refers to the support or lack of support the female
veterans received during their transition. Mental health includes mental health issues and
unhealthy situations female veterans experienced during or after the military.
This chapter will review the implications of the findings, the limitations to the
study, recommendations and future analysis and finally, the researcher offers a
conclusion and final thoughts on the study.
Implications of Findings
The implications of this study indicate a strong need to provide gender specific
support services at colleges and universities. Baechtold & De Sawal (2009) stated, “The
number of women veterans attending college is increasing. Campus professionals need
to be aware of how issues pertaining to mental health, sexual assaults, and gender identity
may influence how these women make transitions to higher education (p. 36).” The
86
issues noted by Baechtold and De Sawal were evident during the interviews with the
female veterans.
Individuality, identified as a major category revealed how the female veterans felt
about themselves as well as how others saw them. They saw themselves as being
compassionate, determined, loyal, bold, goal oriented, supportive, stubborn, and
intelligent. They expressed they did not want to be judged or stereotyped. The most
surprising revelation for the researcher was when the female veterans expressed their
self-restraint with other college students’ behavior in the classroom. The female veterans
tolerated so much in the military and could not speak up most of the time that it carried
over into their everyday life. The female veterans reported that at times they felt socially
uncomfortable at the college and are most comfortable when in the presence of other
veterans.
The female veterans did not regret joining the military, however, most of them
regretted waiting to go to college. The female veterans made these lifestyle choices of
joining the military first and then going to college, and explained how they trailed behind
their friends because they went into the military first, while most of their friends have
completed college and have careers. Each of the female veterans had a role in the
military and their responsibilities were much more significant than what they have
experienced as civilians. It is crucial to recognize the skillset of veterans when they leave
the military and translate these experiences into life experience credit towards a college
degree.
The female veterans discussed their veteran benefits and reported that without
them it would have been difficult to attend college. Two of the female veterans have
87
been able to go to college full time and not work and they attribute this to the rich
housing benefit they receive. Even though the benefits cover the majority of a veteran’s
education, it is important to provide additional financial counseling if financial aid is
needed because they will be incurring additional debt while in college. The veterans
should also be encouraged to research their veteran benefits on their own to ensure they
receive the benefits to which they are entitled. One of the female veterans exhausted her
GI Bill benefits and was not aware she qualified for Vocational Rehabilitation until she
did some research on her own.
Although support services existed at the college, the female veterans made several
recommendations that included staff and faculty training which includes cross training
Admissions and Financial Aid, having a female admissions staff member, a female
counselor, group meetings with just females, and childcare opportunities. Specifically, a
female counselor should be available to the female veterans attending the college and be
aware of the potential for mental health issues.
It was also important for the female veterans to know that the college was veteran
friendly. Being around other veterans was reassuring for the female veterans because the
other veterans could relate to their experiences. The female veterans valued opportunities
they had to discuss shared experiences with other veterans. The female veterans found
the Student Veteran Association club meetings valuable because they assisted them with
connecting with other veterans and exposed them to additional resources that they had
available to them.
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The female veterans expressed that their overall support came from their families
and friends. They also expressed the importance of support groups on social media and
staying connected with their fellow soldiers.
Limitations
A non-veteran female conducted the research. Although the female veterans felt
comfortable and were forthcoming with information, they may have resisted sharing
certain things based on the researcher’s potential lack of understanding as a non-veteran.
The location of the college is in the northeast United States in a densely populated area
where veteran benefits may be more accessible than other parts of the United States. The
researcher had to modify the eligibility criteria to participate in the study, due to the
liaison at the college not being able to find participants that met the initial criteria.
Original selection criterion was to interview eight female combat veterans. Efforts to link
with combat veterans did not yield the desired number of participants. The researcher
interviewed four female veterans and four female combat veterans and found that the two
groups had similar experiences, and needs transitioning into college.
Recommendations
This study sets the foundation for continued research regarding female veteran’s
transition into college as the veteran enrollment continues to increase at colleges and
universities. Based on the research of this study the researcher makes the following
recommendations for colleges and universities:
Veteran togetherness (comradery). Think about opportunities to bring veterans
together. A few to consider would be a new student orientation just for veterans, a
designated space for veterans to gather, a student veteran group they could join, and a
89
class that only has veterans enrolled in it that is offered their first semester. At the same
time, consider the veterans’ gender and the various needs they might have while enrolled.
Support groups. Organize gender specific veteran support groups. Female
veteran’s conversations will be different from males and they need an outlet to express
themselves.
Social media. Use social media to communicate with the veterans but also to
connect them to one another. Consider having gender different groups created on social
media where the female veterans can separate themselves from the male veterans if they
choose.
Assess military experience for college credit. Develop an assessment tool to
translate experience and job responsibilities in the military to college credit. At the same
time, work with the veterans to articulate the roles they held in the military on their
resume to make them more marketable.
Staff training. Crosstrain staff in the admissions and financial aid offices to have
an understanding of the veteran’s benefits. Provide available resource information to the
veterans including directing them to the Veteran Affairs website. Training is essential to
avoid miscommunications with the veterans.
Faculty training. Provide faculty training so that they have a better
understanding of the veteran population and highlight signs and symptoms of possible
difficulties. Sensitivity training is imperative. For example, the female veterans
expressed that professors would ask all veterans to stand to be recognized. Not all
veterans want to be identified as a veteran.
90
Female veteran admissions associate. Hire a female veteran admissions
associate. A female veteran admissions associate would be able to more likely connect
with the female veterans enrolling into college. The female veterans may open up about
personal issues to a female admissions associate who may link them to the right supports.
Potential issues identified up front could be eliminated as obstacles as they continue their
education
Onsite female veteran counselor. Hire an onsite female veteran counselor even
if it is a part time position. An onsite female veteran counselor would provide female
veterans an opportunity to discuss personal issues as well as any mental health issues they
may be experiencing. Consider taking a proactive approach and have the counselor reach
out and introduce herself to the female veterans while at the same time encouraging them
to stop by to meet her.
Programming. Offer programming that assists female veterans with their actual
transition into college from the very beginning. For example, many of the female
veterans felt they lost their female identities by being in the military. By offering female
specific programming, the opportunity exists for the female veterans to reestablish
themselves as students. Programs could include confidence building, networking with
other women, and career preparation.
Childcare. Assist the female veterans by identifying discounted childcare
options or onsite childcare if possible.
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Conclusion
The female veteran population continues to increase and so does their enrollment
into college. DiRamio et al. (2015) recommend that colleges be more effective and
attempt to learn more regarding the military experiences of veterans in college.
The purpose of this study was to examine the transition of female veterans from
the military into college. This phenomenological qualitative study examined the
phenomenon of “transition” by interviewing eight female veterans; four of whom were
combat veteran. Vacchi (2012) states, “Student veterans are a diverse subpopulation on
campus, and we should not expect universal comprehension of, or blanket policies for
these students” (p. 15).
The researcher used Schlossberg’s (1981) transition theory as the theoretical
framework for this study. The utilization of Schlossberg’s (1988) transition theory 4Ss
model was used to understand the needs of female veteran’s transition into college. This
theoretical lens was beneficial as it provided a complete understanding of a female
veteran’s transition to college based on themselves (self), their situation, supports and
strategies for coping. By utilizing this approach, the researcher identified additional areas
of support to assist female veterans’ during their transition into college.
The researcher used a data driven coding process to analyze the female veteran’s
responses to the following research questions that guided the study:
1. What personal characteristics did the female veteran use when deciding to go
to college?
2. How did the female veterans’ personal situation influence their transition into
college?
92
3. What support services did the female veteran find in the transition to college?
4. What coping strategies did the female veteran use during their transition into
college?
Through the lens of transition theory, the researcher identified five major
categories that included individuality, lifestyle choices, education, support, and mental
health. The eight female veterans shared their experiences and stories as they
transitioned from the military into college and the results of the study concurred with
research such as Vacchi (2012) who believed the veteran population is not a one size fits
all as well as DiRamio et al. (2015) who recommended that colleges be more effective
and attempt to learn more regarding the military experiences of veterans in college.
This study has provided the female veteran’s perspective on transition into college
and the recommendations set forth may ease their transition if implemented.
Understanding the challenges the female veterans have to overcome is an opportunity for
colleges and universities to provide the highest quality of support necessary for them to
be successful as they pursue their degrees.
93
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Appendix A
Interview Process Protocol
I. Prepare Interview Space
a. Ensure digital recording device is working.
b. Make sure it is a comfortable environment.
II. Formal Introduction with Participant
III. Explain the Study
IV. Review IRB Information
a. Have Participant Sign the Informed Consent Form
V. Begin the Interview Process
VI. Research Questions to be answered:
a. What personal characteristics did the female veteran use when
deciding to go to college?
b. How did the female veterans’ personal situation influence their
transition into college?
c. What support services did the female veteran find in the transition
to college?
d. What coping strategies did the female veteran use during their
transition into college?
VII. Ask the Participant if they have any Questions
VIII. Thank the Participant for their Time
IX. Give the Participant the $25 American Express Gift Card
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Appendix B
Institutional Review Board Approval
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Appendix C
Interview Questioning Protocol
Research questions to be answered using Schlossberg’s 4Ss Model (self, situation,
support and Strategies for coping).
1. Self: What personal characteristics did the female veteran use when deciding to
go to college?
a. What made you want to go to college after the military?
b. Describe your transition and being identified as a student after being
identified as a female veteran.
c. What personal attributes contributed to your decision?
d. After completing a year of college, how do you feel now about the
decision you made?
2. Situation: How did the female veterans’ personal situation influence their
transition into college?
a. What made you select this college?
b. Knowing what you know now is there anything you would have done
differently?
c. What will a college degree do for you?
3. Support: What support services did the female veteran find in the transition to
college?
a. What have been your sources of support since beginning college?
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b. Are there any services for veterans you feel the college should have that
do not currently exist?
c. Are there services at the college that should be gender specific?
d. Did your GI Bill Benefits play a role in your decision to attend college?
4. Strategies for Coping: What coping strategies did the female veteran use during
their transition into college?
a. Has your military experience assisted in your transition to college? If so,
in what way?
b. What advice would you give other female veterans thinking about going to
college?
c. What has been positive about your transition and what has been negative?
d. What will you do to ensure you graduate?
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Appendix D
Demographic Information Form